Prepared Graduate Competencies in Science
The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure
their success in a postsecondary and workforce setting.
Prepared Graduates:
Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize
living systems’ dependence on natural selection
Explain and illustrate with examples how living systems interact with the biotic and abiotic environment
Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between
genetics and their environment
Explain how biological evolution accounts for the unity and diversity of living organisms
Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes
that have shaped our planet
Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system
Describe how humans are dependent on the diversity of resources provided by Earth and Sun
Science
Grade Level Expectations at a Glance
Standard
Grade Level Expectation
High School
Life Science
1.
2.
3.
4.
5.
6.
7.
8.
9.
Matter tends to be cycled within an ecosystem, while energy is transformed
and eventually exits an ecosystem
The size and persistence of populations depend on their interactions with
each other and on the abiotic factors in an ecosystem
Cellular metabolic activities are carried out by biomolecules produced by
organisms
The energy for life primarily derives from the interrelated processes of
photosynthesis and cellular respiration. Photosynthesis transforms the sun’s
light energy into the chemical energy of molecular bonds. Cellular respiration
allows cells to utilize chemical energy when these bonds are broken.
Cells use the passive and active transport of substances across membranes
to maintain relatively stable intracellular environments
Cells, tissues, organs, and organ systems maintain relatively stable internal
environments, even in the face of changing external environments
Physical and behavioral characteristics of an organism are influenced to
varying degrees by heritable genes, many of which encode instructions for
the production of proteins
Multicellularity makes possible a division of labor at the cellular level through
the expression of select genes, but not the entire genome
Evolution occurs as the heritable characteristics of populations change across
generations and can lead populations to become better adapted to their
environment
Standard
Grade Level Expectation
High School
(continued)
Earth Systems Science
1. The history of the universe, solar system and Earth can be inferred from
2.
3.
4.
5.
6.
7.
evidence left from past events
As part of the solar system, Earth interacts with various extraterrestrial forces
and energies such as gravity, solar phenomena, electromagnetic radiation,
and impact events that influence the planet’s geosphere, atmosphere, and
biosphere in a variety of ways
The theory of plate tectonics helps to explain geological, physical, and
geographical features of Earth
Climate is the result of energy transfer among interactions of the
atmosphere, hydrosphere, geosphere, and biosphere
There are costs, benefits, and consequences of exploration, development, and
consumption of renewable and nonrenewable resources
The interaction of Earth's surface with water, air, gravity, and biological
activity causes physical and chemical changes
Natural hazards have local, national and global impacts such as volcanoes,
earthquakes, tsunamis, hurricanes, and thunderstorms
21st Century Skills and Readiness Competencies in Science
Colorado's Description of 21st Century Skills
Colorado's description of 21st century skills is a synthesis of the essential abilities students must apply in our rapidly changing
world. Today’s students need a repertoire of knowledge and skills that are more diverse, complex, and integrated than any
previous generation. These skills do not stand alone in the standards, but are woven into the evidence outcomes, inquiry
questions, and application and are within the nature of science. Science inherently demonstrates each of Colorado’s 21 st century
skills, as follows:
Critical Thinking and Reasoning
Science requires students to analyze evidence and draw conclusions based on that evidence. Scientific investigation involves
defining problems and designing studies to test hypotheses related to those problems. In science, students must justify and
defend scientific explanations and distinguish between correlation and causation.
Information Literacy
Understanding science requires students to research current ideas about the natural world. Students must be able to distinguish
fact from opinion and truth from fantasy. Science requires a degree of skepticism because the ideas of science are subject to
change. Science students must be able to understand what constitutes reliable sources of information and how to validate those
sources. One key to science is understanding that converging different lines of evidence from multiple sources strengthens a
scientific conclusion.
Collaboration
Science students must be able to listen to others’ ideas, and engage in scientific dialogs that are based on evidence – not
opinion. These types of conversations allow them to compare and evaluate the merit of different ideas. The peer review process
helps to ensure the validity of scientific explanations.
Self-Direction
Students in science must have persistence and perseverance when exploring scientific concepts. Students must generate their
own questions, and design investigations to find the answers. Students must be open to revising and redefining their thinking
based on evidence.
Invention
Designing investigations and engineering new products involves a large degree of invention. Scientists and engineers often
have to think “outside the box” as they push the limits of our current knowledge. They must learn from their failures to take the
next steps in understanding. Science students also must integrate ideas from multiple disciplines to formulate an understanding
of the natural world. In addition to using invention to design investigations, scientists also use findings from investigations to
help them to invent new products.
Life Science
Students know and understand the characteristics and structure of living things, the processes of life and
how living things interact with each other and their environment.
Prepared Graduates
The preschool through twelfth-grade concepts and skills that all students who complete the Colorado
education system must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Life Science standard:

Analyze the relationship between structure and function in living systems
at a variety of organizational levels, and recognize living systems’
dependence on natural selection

Explain and illustrate with examples how living systems interact with the
biotic and abiotic environment

Analyze how various organisms grow, develop, and differentiate during
their lifetimes based on an interplay between genetics and their
environment

Explain how biological evolution accounts for the unity and diversity of
living organisms
Content Area: Science
Standard: 2. Life Science
Prepared Graduates:
 Explain and illustrate with examples how living systems interact with the biotic and abiotic environment
Grade Level Expectation: High School
Concepts and skills students master:
1. Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem
Evidence Outcomes
Students can:
a. Analyze how energy flows through trophic
levels (DOK 1-2)
b. Evaluate the potential ecological impacts
of a plant-based or meat-based diet (DOK
2)
c. Analyze and interpret data from
experiments on ecosystems where matter
such as fertilizer has been added or
withdrawn such as through drought (DOK
1-3)
d. Develop, communicate, and justify an
evidence-based scientific explanation
showing how ecosystems follow the laws
of conservation of matter and energy
(DOK 1-3)
e. Define and distinguish between matter and
energy, and how they are cycled or lost
through life processes (DOK 1-2)
f. Describe how carbon, nitrogen,
phosphorus, and water cycles work (DOK
1)
g. Use computer simulations to analyze how
energy flows through trophic levels (DOK
1-2)
21st Century Skills and Readiness Competencies
Inquiry Questions:
1. How does a change in abiotic factors influence the stability or progression of an ecosystem?
2. What happens when the cycling of matter in ecosystems is disrupted?
3. What energy transformations occur in ecosystems?
4. How does the process of burning carbon-rich fossil fuels compare to the oxidation of carbon
biomolecules in cells?
Relevance and Application:
1. When the matter or energy flow in an ecosystem is disturbed, there are measurable effects
such as the eutrophication of water.
2. Matter and energy are cycled in natural systems such as wetlands in both similar and
different ways than in human-managed systems such as waste water treatment plants.
Nature of Science:
1. Address differences between experiments where variables can be controlled and those where
extensive observations on a highly variable natural system are necessary to determine what
is happening – such as dead zones in the Gulf of Mexico.
2. Share experimental data, and respectfully discuss conflicting results emulating the practice of
scientists. (DOK 2-3)
3. Design ecological experiments in a closed system. (DOK 2-4)
Content Area: Science
Standard: 2. Life Science
Prepared Graduates:
 Explain and illustrate with examples how living systems interact with the biotic and abiotic environment
Grade Level Expectation: High School
Concepts and skills students master:
2. The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem
Evidence Outcomes
Students can:
a. Analyze and interpret data about the
impact of removing keystone species
from an ecosystem or introducing
non-native species into an ecosystem
(DOK 1-3)
b. Describe or evaluate communities in
terms of primary and secondary
succession as they progress over time
(DOK 1-2)
c. Evaluate data and assumptions
regarding different scenarios for future
human population growth and their
projected consequences
d. Examine, evaluate, question, and
ethically use information from a
variety of sources and media to
investigate ecosystem interactions
(DOK 1-2)
21st Century Skills and Readiness Competencies
Inquiry Questions:
1. How do keystone species maintain balance in ecosystems?
2. How does the introduction of a non-native species influence the balance of an ecosystem?
3. How is the succession of local organisms altered in an area that is disturbed or destroyed?
Relevance and Application:
1. Earth’s carrying capacity is limited, and as the human population grows, we must find ways to
increase the production of resources all people need to live.
2. The extraction of resources by humans impacts nature ecosystems.
Nature of Science:
1. Critically evaluate scientific explanations in popular media to determine if the research
methodology and evidence presented are appropriate and sufficient to support the claims.
(DOK 2-3)
Content Area: Science
Standard: 2. Life Science
Prepared Graduates:
 Explain how biological evolution accounts for the unity and diversity of living organisms
Grade Level Expectation: High School
Concepts and skills students master:
9. Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to
their environment
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Develop, communicate, and justify an
1. How do subtle differences among closely-related fossil species provide evidence of
evidence-based scientific explanation for how
environmental change and speciation?
Earth’s diverse life forms today evolved from
2. How does studying extinct species contribute to our current understanding of evolution?
common ancestors (DOK 1-3)
3. How can patterns of characteristics shared among organisms be used to categorize life's
b. Analyze and interpret multiple lines of
diversity according to relatedness?
evidence supporting the idea that all species
4. How does modern agriculture affect biodiversity?
are related by common ancestry such as
molecular studies, comparative anatomy,
biogeography, fossil record and embryology
c. Analyze and interpret data suggesting that
Relevance and Application:
over geologic time, discrete bursts of rapid
1. Resistance can occur when antibiotics and pesticides are overused or abused.
genetic changes and gradual changes have
2. Human activities can generate selective pressures on organisms, such as breeding
resulted in speciation (DOK 1-3)
new kinds of dogs and improving livestock.
d. Analyze and interpret data on how evolution
can be driven by three key components of
natural selection – heritability, genetic
Nature of Science:
variation, and differential survival and
1. Understand that all scientific knowledge is subject to new findings and that
reproduction (DOK 1-3)
e. Generate a model – an evolutionary tree –
reproducible, corroborated, and converging lines of data yield a scientific theory.
showing how a group of organisms is most
(DOK 1)
likely diverged from common ancestry (DOK
2. Differentiate among the use of the terms “hypothesis,” “theory,” and “law” as they
2-3)
are defined and used in science compared to the usage of these terms in other
disciplines or everyday use. (DOK 1-2)
3. Earth Systems Science
Students know and understand the processes and interactions of Earth's systems and the structure
and dynamics of Earth and other objects in space.
Prepared Graduates:
The preschool through twelfth-grade concepts and skills that all students who complete the
Colorado education system must master to ensure their success in a postsecondary and workforce
setting.
Prepared Graduate Competencies in the Earth Systems Science standard:

Describe and interpret how Earth's geologic history and place in space are relevant to
our understanding of the processes that have shaped our planet

Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere
interact as a complex system

Describe how humans are dependent on the diversity of resources provided by Earth
and Sun
Content Area: Science
Standard: 3. Earth Systems Science
Prepared Graduates:
 Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system
Grade Level Expectation: High School
Concepts and skills students master:
3. The theory of plate tectonics helps explain
Evidence Outcomes
Students can:
a. Develop, communicate, and justify an
evidence-based scientific explanation
about the theory of plate tectonics and
how it can be used to understand
geological, physical, and geographical
features of Earth
b. Analyze and interpret data on plate
tectonics and the geological, physical, and
geographical features of Earth (DOK 1-2)
c. Understand the role plate tectonics has
had with respect to long-term global
changes in Earth’s systems such as
continental buildup, glaciations, sea-level
fluctuations, and climate change (DOK 12)
d. Investigate and explain how new
conceptual interpretations of data and
innovative geophysical technologies led to
the current theory of plate tectonics (DOK
2-3)
geological, physical, and geographical features of Earth
21st Century Skills and Readiness Competencies
Inquiry Questions:
1. How do the different types of plate boundaries create different landforms on Earth?
2. How have scientists “discovered” the layers of Earth?
3. What drives plate motion?
4. What might happen to Earth’s landforms in the future?
Relevance and Application:
1. New conceptual interpretations of data and innovative geophysical technologies led to the
current theory of plate tectonics.
Nature of Science:
1. Understand that all scientific knowledge is subject to new findings and that the presence of
reproducible results yields a scientific theory. (DOK 1)
2. Ask testable questions and make a falsifiable hypothesis about plate tectonics and design a
method to find an answer. (DOK 2-4)
3. Share experimental data, and respectfully discuss conflicting results.
4. Recognize that the current understanding of plate tectonics has developed over time and
become more sophisticated as new technologies have lead to new evidence. (DOK 1)
Content Area: Science
Standard: 3. Earth Systems Science
Prepared Graduates:
 Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system
Grade Level Expectation: High School
Concepts and skills students master:
4. Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Develop, communicate, and justify an
1. How can changes in the ocean create climate change?
evidence-based scientific explanation that
2. How is climate influenced by changes in Earth’s energy balance?
shows climate is a result of energy
3. How have climates changed over Earth’s history?
transfer among the atmosphere,
4. How does climate change impact all of Earth’s systems?
hydrosphere, geosphere and biosphere
5. How have climate changes impacted human society?
(DOK 1-3)
b. Analyze and interpret data on Earth’s
Relevance and Application:
climate (DOK 1-2)
1. Much of the data we receive about the ocean and the atmosphere is from satellites.
c. Explain how a combination of factors such
2. Human actions such as burning fossil fuels might impact Earth’s climate.
as Earth’s tilt, seasons, geophysical
3. Technological solutions and personal choices such as driving higher mileage cars and using
location, proximity to oceans, landmass
less electricity could reduce the human impact on climate.
location, latitude, and elevation determine
a location’s climate (DOK 1-3)
d. Identify mechanisms in the past and
present that have changed Earth’s climate
Nature of Science:
(DOK 1)
1. Understand how observations, experiments, and theory are used to construct and refine
e. Analyze the evidence and assumptions
computer models. (DOK 1)
regarding climate change (DOK 1-3)
2.
Examine how computer models are used in predicting the impacts of climate change. (DOK 1f. Interpret evidence from weather stations,
2)
buoys, satellites, radars, ice and ocean
3.
Critically evaluate scientific claims in popular media and by peers regarding climate and
sediment cores, tree rings, cave deposits,
climate change, and determine if the evidence presented is appropriate and sufficient to
native knowledge, and other sources in
support the claims. (DOK 2-3)
relation to climate change (DOK 1-3)
Content Area: Science
Standard: 3. Earth Systems Science
Prepared Graduates:
 Describe how humans are dependent on the diversity of resources provided by Earth and Sun
Grade Level Expectation: High School
Concepts and skills students master:
5. There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Develop, communicate, and justify an
1. How do humans use resources?
evidence-based scientific explanation
2. How can humans reduce the impact of resource use?
regarding the costs and benefits of
3. How are resources used in our community?
exploration, development, and
4. What are the advantages and disadvantages of using different types of energy?
consumption of renewable and
nonrenewable resources (DOK 1-3)
b. Evaluate positive and negative impacts on
Relevance and Application:
the geosphere, atmosphere, hydrosphere,
1. Technologies have had a variety of impacts on how resources are located, extracted, and
and biosphere in regards to resource use
consumed.
(DOK 2-3)
2. Technology development has reduced the pollution, waste, and ecosystem degradation
c. Create a plan to reduce environmental
caused by extraction and use.
impacts due to resource consumption
(DOK 2-4)
d. Analyze and interpret data about the effect
of resource consumption and development
on resource reserves to draw conclusions
about sustainable use (DOK 1-3)
Nature of Science:
1. Infer assumptions behind emotional, political, and data-driven conclusions about renewable
and nonrenewable resource use. (DOK 2-3)
2. Critically evaluate scientific claims in popular media and by peers, and determine if evidence
presented is appropriate and sufficient to support the claims. (DOK 2-3)
Content Area: Science
Standard: 3. Earth Systems Science
Prepared Graduates:
 Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system
Grade Level Expectation: High School
Concepts and skills students master:
6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Develop, communicate, and justify an
1. How do Earth’s systems interact to create new landforms?
evidence-based scientific explanation
2. What are positive changes on Earth’s geosphere due to water, air, gravity, and biological
addressing questions regarding the
activity?
interaction of Earth’s surface with water,
3. What are negative changes on Earth’s geosphere due to water, air, gravity, and biological
air, gravity, and biological activity (DOK 1activity?
3)
b. Analyze and interpret data, maps, and
Relevance and Application:
models concerning the direct and indirect
1. Geologic, physical, and topographic maps can be used to interpret surface features
evidence produced by physical and
2. Recognize that landform models help us understand the interaction among Earth’s systems.
chemical changes that water, air, gravity,
and biological activity create (DOK 1-3)
3. Human activities such as agricultural practices have impacts on soil formation and soil loss.)
c. Evaluate negative and positive
consequences of physical and chemical
changes on the geosphere (DOK 2-3)
d. Use remote sensing and geographic
information systems (GIS) data to
interpret landforms and landform impact
Nature of Science:
on human activity (DOK 1-2)
1. Ask testable questions and make a falsifiable hypothesis about physical and chemical changes
on the geosphere and use an inquiry based approach to find an answer. (DOK 1-4)
2. Share experimental data, and respectfully discuss conflicting results. (DOK 2-3)
3. Use appropriate technology to help gather and analyze data, find background information,
and communicate scientific information on physical and chemical changes. (DOK 1-2)
Content Area: Science
Standard: 3. Earth Systems Science
Prepared Graduates:
 Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system
Grade Level Expectation: High School
Concepts and skills students master:
7. Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Develop, communicate, and justify an
1. Why are some natural hazards difficult to predict, while others are easier to predict?
evidence-based scientific explanation
2. How are humans impacted by natural hazards?
regarding natural hazards, and explain
3. How can we prepare for natural hazards?
their potential local and global impacts
4. How is climate change expected to change the incidence of natural hazards?
(DOK 1-3)
b. Analyze and interpret data about natural
Relevance and Application:
hazards using direct and indirect evidence
1. Engineers must know the hazards of a local area and design for it such as building safe
(DOK 1-2)
structures in zones prone to earthquakes, hurricanes, tsunamis, or tornadoes.
c. Make predictions and draw conclusions
2.
Differing technologies are used to study different types of natural hazards.
about the impact of natural hazards on
3. Natural hazard zones affect construction or explain why monitoring natural hazards through
human activity – locally and globally (DOK
air traffic safety, evacuations, and protecting property is important.
2-3)
4. Science is used by disaster planners who work with the scientific community to develop
diverse ways to mitigate the impacts of natural hazards on the human population and on a
given ecosystem.
Nature of Science:
1. Collaborate with local, national, and global organizations to report and review natural disaster
data, and compare their conclusions to alternate explanations. (DOK 2-3)
Prepared Graduate Competencies in Social Studies
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all students who
complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.
Prepared graduates in social studies:
1. Use the tools, thinking, and practices of history, geography, economics, and civics to:
a. Solve problems, make decisions and analyze issues from multiple perspectives as a responsible member of society
b. Read, write, and communicate ideas
Prepared graduates in economics:
1. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and
public policy
Standard
Social Studies
Grade Level Expectations at a Glance
Grade Level Expectation
High School
1. History
1.
2.
2. Geography
3.
1.
2.
3. Economics
3.
1.
2.
3.
4.
5.
4. Civics
6.
7.
1.
2.
3.
The historical method of inquiry to ask questions, evaluate primary and
secondary sources, critically analyze and interpret data, and develop
interpretations defended by evidence from a variety of primary and
secondary sources
Analyze the key concepts of continuity and change, cause and effect,
complexity, unity and diversity over time
The significance of ideas as powerful forces throughout history
Use different types of maps and geographic tools to analyze features on
Earth to investigate and solve geographic questions
Explain and interpret geographic variables that influence the interaction
of people, places, and environments
The interconnected nature of the world, its people and places
Productive resources - natural, human, capital - are scarce; therefore
choices are made about how individuals, businesses, governments, and
societies allocate these resources
Economic policies impact markets
Government and competition impact markets
Design, analyze, and apply a financial plan based on short- and longterm financial goals (PFL)
Analyze strategic spending, saving, and investment options to achieve
the objectives of diversification, liquidity, income, and growth (PFL)
The components of personal credit to manage credit and debt (PFL)
Identify, develop, and evaluate risk-management strategies (PFL)
Research, formulate positions, and engage in appropriate civic
participation to address local, state, or national issues or policies
Purposes of and limitations on the foundations, structures and functions
of government
Analyze how public policy - domestic and foreign - is developed at the
local, state, and national levels and compare how policy-making occurs
in other forms of government
2. Geography
[]The study of geography creates an informed person with an understanding of spatial perspective
and technologies for spatial analysis; and an awareness of the interdependence of the world
regions and resources, and how places are connected at the local, national, and global scales.
Students understand the complexity and interrelatedness of people, places, and environments.
Geography helps students appreciate the dynamic relationships and complexity of the world.
The skills, concepts, and knowledge acquired in geography are fundamental literacy components
for a 21st century student. Use of critical thinking, information literacy, collaboration, self-direction,
and invention are apparent in every facet of geographic education. Geography helps students
develop a framework for understanding the world, ultimately contributing to the creation of
informed citizens.
Prepared Graduates
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills
that all students who complete the Colorado education system must master to ensure their success
in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Geography standard are:

Develop spatial understanding, perspectives, and personal connections to the world
 Examine places and regions and the connections among them
Content Area: Social Studies
Standard: 2. Geography
Prepared Graduates:
 Develop spatial understanding, perspectives, and personal connections to the world
Grade Level Expectation: High School
Concepts and skills students master:
1. Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Gather data, make inferences and draw
1. What is the significance of spatial orientation, place, and location?
conclusions from maps and other visual
2. How can maps be used for political purposes?
representations (DOK 1-3)
3. How can current world events change maps?
b. Create and interpret various graphs,
4. How do the division and control of the physical, social, political, and cultural spaces on Earth
tables, charts, and thematic maps (DOK
cause cooperation or conflict?
1-3)
5. What would the world map look like if physical geography was the defining variable for country
c. Analyze and present information using
boundaries?
a variety of geographic tools and
geographic findings in graphs, tables,
Relevance and Application:
charts, and thematic maps (DOK 1-3)
1. Geographic tools, such as satellite imagery, GIS, GPS, are used to place world events and study
d. Locate physical and human features
human activities over time and provide deeper understanding of the world. For example, satellite
and evaluate their implications for
imagery is used to track the disappearance of the Aral Sea, find the location of lost cities and
society (DOK 1-3)
measure the melting of ice caps.
2. The location of resources, physical boundaries, and natural hazards affect human interaction
such as conflicts over water rights, and location of resources in relation to trade routes and
consumers.
3. Technology is used to gather and graph geographic information to inform decisions. For
example, weather and climate patterns affect the farming industry, and population and migration
patterns affect city planners and Realtors.
4. Technology is used to collect and communicate geographic data such as the distribution of
resources and its influence on population density.
Nature of Geography:
1. Spatial thinkers gather, display, and analyze geographic information using geographic tools.
2. Spatial thinkers use absolute and relative location, mental maps, and spatial orientation in
studying geographic questions.
3. Spatial thinkers predict how human activities will help shape Earth’s surface and ways that
people might cooperate and compete for use of Earth’s surface.
Content Area: Social Studies
Standard: 2. Geography
Prepared Graduates:
 Develop spatial understanding, perspectives, and personal connections to the world
Grade Level Expectation: High School
Concepts and skills students master:
2. Explain and interpret geographic variables that influence the interactions of people, places and environments
21st Century Skills and Readiness Competencies
Evidence Outcomes
Students can:
a. Apply geography skills to help
investigate issues and justify possible
resolutions involving people, places,
and environments. Topics to include
but not limited to how people prepare
for and respond to natural hazards
(DOK 1-3)
b. Identify, evaluate, and communicate
strategies to respond to constraints
placed on human systems by the
physical environment (DOK 1-3)
c. Explain how altering the environment
has brought prosperity to some places
and created environmental dilemmas
for others (DOK 1-2)
d. Research and interpret multiple
viewpoints on issues that shaped the
current policies and programs for
resource use (DOK 1-4)
e. Explain how information and changing
perceptions and values of places and
environment influence personal
actions (DOK 1-3)
f. Define sustainability and explain how
an individual’s actions may influence
sustainability (DOK 1-2)
Inquiry Questions:
1. What will happen if farm land degrades around the world?
2. How might the physical geography of Earth change in the future?
3. Why do countries and cultures struggle to maintain spatial cohesiveness and national
identity?
4. What might happen if we thought locally and acted globally?
5. What are the maximum limits of human activity the environment can withstand without
deterioration?
Relevance and Application:
1. Individual actions affect the local environment and global community such as the impact of
recycling and consumption of resources.
2. Technology can support invention and influence how humans modify the environment in both
positive and negative ways such as renovation of existing buildings to “green” technologies,
prevention and prediction of natural hazards and disasters, and satellite imagery used to
track water availability in the Middle East.
Nature of Geography:
1. Spatial thinkers study how the physical environment is modified by human activities,
including how human societies value and use natural resources.
2. Spatial thinkers evaluate major areas of environmental and societal interaction.
Content Area: Social Studies
Standard: 2. Geography
Prepared Graduates:
 Examine places and regions and the connections among them
Grade Level Expectation: High School
Concepts and skills students master:
3. The interconnected nature of the world, its
Evidence Outcomes
Students can:
a. Explain how the uneven distribution of
resources in the world can lead to conflict,
competition, or cooperation among
nations, regions, and cultural groups (DOK
1-2)
b. Explain that the world’s population is
increasingly connected to and dependent
upon other people for both human and
natural resources (DOK 1-2)
c. Explain how migration of people and
movement of goods and ideas can enrich
cultures, but also create tensions (DOK 12)
d. Analyze how cooperation and conflict
influence the division and control of Earth
(DOK 1-2)
e. Analyze patterns of distribution and
arrangements of settlements and the
processes of the diffusion of human
activities (DOK 1-3)
f. Make predictions and draw conclusions
about the global impact of cultural
diffusion (DOK 1-3)
people and places
21st Century Skills and Readiness Competencies
Inquiry Questions:
1. How does increasing globalization influence the interaction of people on Earth?
2. How do cooperation and conflict influence the division and control of the social, economic, and
political spaces on Earth?
3. What predictions can be made about human migration patterns?
4. How do technologies result in social change, some of which is unanticipated such as social
networking?
Relevance and Application:
1. The world is geographically interconnected, affecting daily life in such ways as the spread of
disease, global impact of modern technology, and the impact of cultural diffusion.
2. Technology creates new life choices, new interconnections between l people, new
opportunities, and new conflicts. For example the spread of knowledge and democratic ideals
throughout the world changes lives.
Nature of Geography:
1. Spatial thinkers evaluate global systems such as culture, diffusion, interdependence,
migration, population pyramids, regional alliances, development of competition and trade,
and the impact of population changes on society.
2. Spatial thinkers study the interconnection between physical processes and human activities
that help shape the Earth’s surface.
3. Spatial thinkers analyze how people’s lives and identities are rooted in time and place.
Economics
Economics and personal financial literacy teach students the skills, knowledge, and habits that they
must master in order to contribute in a positive manner to society. Economics and personal
financial literacy teach how to understand personal responsibility, set goals, create plans, evaluate
choices, value entrepreneurship, comprehend globalization and international connections, and learn
to make rational decisions through critical analysis.
Economics teaches students how society manages its scarce resources, how people make
decisions, how people interact in the domestic and international markets, and how forces and
trends affect the economy as a whole. Personal financial literacy applies the economic way of
thinking to help understand how to manage scarce resources using a logical decision-making
process that involves prioritization based on analysis of the costs and benefits of every choice.
Prepared Graduates
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills
that all students who complete the Colorado education system must master to ensure their success
in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Economics Standard are:

Understand the allocation of scarce resources in societies through analysis of individual
choice, market interaction, and public policy

Acquire the knowledge and economic reasoning skills to make sound financial decisions
Content Area: Social Studies
Standard: 3. Economics
Prepared Graduates:

Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy
Grade Level Expectation: High School
Concepts and skills students master:
1. Productive resources – natural, human, capital – are scarce; therefore, choices are made about how individuals, businesses, governments, and
societies allocate these resources
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Analyze the relationships between
1. How is marginal thinking used in determining societal and individual decisions?
economic goals and the allocation of
2. How has globalization changed the availability of human capital?
scarce resources (DOK 2-3)
3. What are some of the ways that the values of a society affect the goods and services it produces?
b. Explain how economic choices by
4. What entrepreneurial idea would solve some of the world scarcity issues?
individuals, businesses,
governments, and societies incur
Relevance and Application:
opportunity costs (DOK 1-2)
1. The availability of natural resources, such as fossil fuels and blood diamonds, has an impact on
c. Understand that effective decisioneconomic decisions made in a global economy.
making requires comparing the
2. Entrepreneurship and innovation create new paradigms to address scarcity and choice. Examples
additional (marginal) costs of
include electric cars, cell phones, social networking, Internet, and satellite television.
alternatives with the additional
3. Natural resources can be scarce in the world or specific regions, impacting markets and creating
(marginal) benefits (DOK 1-2)
innovation such as projects developed to provide clean drinking water around the world, lack of
d. Identify influential entrepreneurs
water in the Middle East created significant desalination research).
and describe how they have utilized
4. Marginal thinking allows for good economic decisions to be made by individuals, businesses, and
resources to produce goods and
governments.
services (DOK 1-2)
Nature of Economics:
1. When using an economic way of thinking individuals study how productive resources are changing
in order to anticipate new problems with scarcity of desired resources
2. Economic thinkers analyze how economies utilize resources to meet the cumulative wants and
needs of the individuals in a society
3. When using an economic way of thinking individuals study factors that lead to increased economic
interdependence, increased productivity, and improved standard of living for the individuals in a
society.
4. Civics
Civics has an impact on every individual daily through the work of city councils, state legislatures, Congress and
school boards. Civics teaches students the complexity of the origins, structure, and functions of governments; the
rights, roles, and responsibilities of ethical citizenship; the importance of law; and the skills necessary to participate
in all levels of government.
Civics is a foundational component of the educational experience and critical to the continued success of our society.
A democratic and free society relies on the skills, intelligence, engagement and virtue of its citizens. Our students
will one day be responsible for strengthening our civic culture based on the knowledge they learn at school, their
own values, and their choices for action. Democracy demands that they have these tools to be responsible
contributors to civic culture.
Prepared Graduates
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all
students who complete the Colorado education system must master to ensure their success in a
postsecondary and workforce setting.
Prepared Graduate Competencies in the Civics standard are:

Analyze and practice rights, roles, and responsibilities of citizens

Analyze the origins, structure, and functions of governments and their impacts on
societies and citizens
Content Area: Social Studies
Standard: 4. Civics
Prepared Graduates:
 Analyze and practice rights, roles, and responsibilities of citizens
Grade Level Expectation: High School
Concepts and skills students master:
1. Research, formulate positions, and engage in appropriate civic participation to address local, state, and
national issues or policies
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Engage ethically in civic activities including
discussing current issues, advocating for their
rights and the rights of others, practicing their
responsibilities, influencing governmental
actions, and other community service learning
opportunities (DOK 1-4)
b. Evaluate how individuals and groups can
effectively use the structure and functions of
various levels of government to shape policy
(DOK 1-3)
c. Describe the roles and influence of individuals,
groups, and the press as checks on
governmental practices (DOK 1-2)
d. Identify which level of government is
appropriate for various policies and demonstrate
an ability to appropriately engage with that
level of government (DOK 1-3)
e. Critique various media sources for accuracy and
perspective (DOK 2-3)
Inquiry
1.
2.
3.
4.
5.
Questions:
What is the meaning of civic participation in a democratic republic?
How do citizens act as a “check” on government?
What strategies can citizens use most effectively to influence public policy?
How do people resolve differences while remaining respectful of multiple perspectives?
Why should you participate in government?
Relevance and Application:
1. Decision-making involves researching an issue, listening to multiple perspectives, and weighing potential
consequences of alternative actions. For example, citizens study the issues before voting.
2. Participation in a local or national issue involves research, planning, and implementing appropriate and
ethical civic engagement. For example, citizens speak at a school board meeting or run for office.
3. Technology is a tool for researching civic issues, advocating for ideas, and expressing views to elected
officials.
Nature of Civics:
1. Responsible community members research civic issues and act appropriately using a variety of sources
from multiple perspectives and communicating views in a respectful, ethical manner.
Colorado Academic Standards
Reading, Writing, and Communicating
“Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. Some books are to be tasted,
others to be swallowed, and some few to be chewed and digested….” --Francis Bacon
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
"If you cannot write well, you cannot think well, and if you cannot think well, others will do your thinking for you." --George Orwell
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
A strong command of the language arts (reading, writing, speaking, and listening) is vital for being a successful student and ultimately a productive member of the
st
st
21 century workforce. Language skills have always been fundamental for academic and professional success. However, students in the 21 century are now
facing more complex challenges in an ever-changing global society. These challenges have created the need for rigorous state standards in reading, writing,
speaking, and listening.
Literacy – meaning the ability to construe a written, linguistic, alphabetic symbol system – is arguably the most important skill students acquire in preschool
through twelfth-grade education because it makes all other forms of higher-order learning, critical thinking, and communication possible.
The study of reading, writing, and communicating is therefore essential to all other study in early childhood education, primary school, and secondary school. Such
study comprises not only the fundamental knowledge and skills of language arts (reading, writing, speaking, and listening), but also the knowledge and skills of
discourse (dialogue and discussion) and rhetoric (the ability to make arguments and to think critically about arguments made by others) and the knowledge and
skills involved in responding to imaginative literature.
Language skills are necessary for academic success in all disciplines. The ability to integrate reading, writing, speaking, and listening effectively builds
st
understanding across all academic subjects as well as allowing for the development of 21 century skills within the context of these subjects. Critical thinking and
st
reasoning, information literacy, collaboration, self-direction, and innovation are vital 21 century skills.
Reading, Writing, and Communicating
Grade Level Expectations at a Glance
Standard
Grade Level Expectation
Ninth Grade
1. Oral Expression
and Listening
1.
Oral presentations require effective preparation strategies
2.
Listening critically to comprehend a speaker’s message requires
mental and physical strategies to direct and maintain attention
2. Reading for All
Purposes
1.
Increasingly complex literary elements in traditional and
contemporary works of literature require scrutiny and comparison
2.
Increasingly complex informational texts require mature
interpretation and study
1.
Literary and narrative texts develop a controlling idea or theme with
descriptive and expressive language
2.
Informational and persuasive texts develop a topic and establish a
controlling idea or thesis with relevant support
3.
Writing for grammar, usage, mechanics, and clarity requires ongoing
refinements and revisions
1.
Informational materials, including electronic sources, need to be
collected, evaluated, and analyzed for accuracy, relevance, and
effectiveness for answering research questions
2.
Effective problem-solving strategies require high-quality reasoning
3. Writing and
Composition
4. Research and
Reasoning
Content Area: Reading, Writing, and Communicating
Standard: 1. Oral Expression and Listening
Prepared Graduates:

Deliver organized and effective oral presentations for diverse audiences and varied purposes
Grade Level Expectation: Ninth Grade
Concepts and skills students master:
1. Oral presentations require effective preparation strategies
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a.
b.
c.
d.
e.
f.
Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when
indicated or appropriate.(CCSS: SL.9-10.6)
Use verbal and nonverbal techniques to
communicate information
Define a position and select evidence to support that
position
Develop a well-organized presentation to defend a
position
Use effective audience and oral delivery skills to
persuade an audience
Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings,
reasoning, and evidence and to add interest. (CCSS:
SL.9-10.5)
1. How do different purposes and audiences affect the preparation content and language
of presentation?
2. How do presenters know if an audience is interested in their topic?
3. How can nonverbal cues change the intent of a presentation?
4. How do presenters know when they are ready to deliver a presentation?
Relevance and Application:
1. Humor, poise, and intuition give society alternative ways to access information.
2. Politicians seek to persuade voters by offering compelling arguments developed through
well-organized speech writing.
3. Actors research and study the history of their character to present an authentic
portrayal.
4. Media technologies offer opportunities for viewing presentations on a variety of topics
and observing various styles.
5. Electronic presentation tools can be used to enhance oral presentation.
Standard
Reading, Writing, and Communicating
Grade Level Expectations at a Glance
Grade Level Expectation
Tenth Grade
1. Oral Expression
and Listening
1.
2.
2. Reading for All
Purposes
1.
2.
3.
3. Writing and
Composition
1.
2.
3.
4. Research and
Reasoning
1.
2.
Content that is gathered carefully and organized well successfully
influences an audience
Effectively operating in small and large groups to accomplish a goal
requires active listening
Literary and historical influences determine the meaning of
traditional and contemporary literary texts
The development of new ideas and concepts within informational
and persuasive manuscripts
Context, parts of speech, grammar, and word choice influence the
understanding of literary, persuasive, and informational texts
Literary or narrative genres feature a variety of stylistic devices to
engage or entertain an audience
Organizational writing patterns inform or persuade an audience
Grammar, language usage, mechanics, and clarity are the basis of
ongoing refinements and revisions within the writing process
Collect, analyze, and evaluate information obtained from multiple
sources to answer a question, propose solutions, or share findings
and conclusions
An author’s reasoning is the essence of legitimate writing and
requires evaluating text for validity and accuracy
Content Area: Reading, Writing, and Communicating
Standard: 1. Oral Expression and Listening
Prepared Graduates:
 Deliver organized and effective oral presentations for diverse audiences and varied purposes
Grade Level Expectation: Tenth Grade
Concepts and skills students master:
1. Content that is gathered carefully and organized well successfully influences an audience
Evidence Outcomes
Students can:
a. Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
(CCSS: SL.9-10.4)
b. Select organizational patterns and structures and choose precise vocabulary and
rhetorical devices
c. Make decisions about how to establish credibility and enhance appeal to the
audience
d. Rehearse the presentation to gain fluency, to adjust tone and modulate volume for
emphasis, and to develop poise
e. Use feedback to evaluate and revise the presentation
21st Century Skills and Readiness Competencies
Inquiry Questions:
1. What are some messages that may be conveyed using only nonverbal
techniques?
2. Why is it important for communicators to organize their thinking when
trying to support a position?
3. How can strong preparation be a useful tool in defending a position or trying
to persuade others?
Relevance and Application:
1. Authors use relevant examples from knowledge and experience to support
main ideas.
2. The legal system has people who gather and organize evidence to present
to a jury (such as lawyers, legal assistants, and criminal investigators).
3. Databases can categorize and scaffold content searches.
4. Electronic journaling tools can be used for reflection.
Nature of Reading, Writing, and Communicating:
1. Skilled communicators can speak to both sides of an issue because they
look at topics from multiple perspectives.
2. Good presenters automatically prioritize the big idea and its supporting
evidence.
Standard
Reading, Writing, and Communicating
Grade Level Expectations at a Glance
Grade Level Expectation
Eleventh Grade
1. Oral Expression
and Listening
2. Reading for All
Purposes
1.
2.
1.
2.
3.
3. Writing and
Composition
1.
2.
3.
4. Research and
Reasoning
1.
2.
3.
Verbal and nonverbal cues impact the intent of communication
Validity of a message is determined by its accuracy and relevance
Complex literary texts require critical reading approaches to
effectively interpret and evaluate meaning
Ideas synthesized from informational texts serve a specific purpose
Knowledge of language, including syntax and grammar, influence
the understanding of literary, persuasive, and informational texts
Stylistic and thematic elements of literary or narrative texts can be
refined to engage or entertain an audience
Elements of informational and persuasive texts can be refined to
inform or influence an audience
Writing demands ongoing revisions and refinements for grammar,
usage, mechanics, and clarity
Self-designed research provides insightful information, conclusions,
and possible solutions
Complex situations require critical thinking across multiple
disciplines
Evaluating quality reasoning includes the value of intellectual
character such as humility, empathy, and confidence
Content Area: Reading, Writing, and Communicating
Standard: 1. Oral Expression and Listening
Prepared Graduates:
 Use language appropriate for purpose and audience
Grade Level Expectation: Eleventh Grade
Concepts and skills students master:
1. Verbal and nonverbal cues impact the intent of communication
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Give informal talks using an appropriate level of formality of verbal
language and nonverbal interaction with audience
b. Deliver formal oral presentations for intended purpose and audience,
using effective verbal and nonverbal communication
c. Deliver oral talks with clear enunciation, vocabulary, and appropriate
organization; nonverbal gestures; and tone
d. Analyze audience responses to evaluate how effectively the talk or
presentation met the purpose
e. Identify, explain, and use content-specific vocabulary, terminology,
dialect, or jargon unique to particular groups, perspectives, or contexts
(such as social, professional, political, cultural, historical or geographical)
Inquiry Questions:
1. In what ways can speakers effectively engage audiences
throughout a presentation?
2. How are speaking, listening, and responding skills used during an
effective presentation?
3. What can speakers learn about their own presentation skills from
listening to and critiquing the presentations of others?
Relevance and Application:
1. Tone and eye contact can negatively influence an outcome.
2. Verbal and nonverbal cues can build or destroy the trust of an
individual or an audience.
3. Real-time feedback technologies can provide nonverbal cues and
systematic information regarding a speaker’s degree of impact or
persuasion on an audience.
4. Electronic tools, for example pod casts or video conferencing, can
allow deliver to and feedback from a diverse audience.
5. World travelers often use nonverbal cues to communicate needs.
6. Forensic and debate techniques frequently self-correct to gain the
favor of an audience’s judgment.
Nature of Reading, Writing, and Communicating:
1. Great presenters are accustomed to public speaking.
2. Great presenters think about what types of language (formal or
informal) they need to use to convey a message.
3. Audience analysis is critical to being understood and credible.
Standard
Reading, Writing, and Communicating
Grade Level Expectations at a Glance
Grade Level Expectation
Twelfth Grade
1. Oral Expression
and Listening
2. Reading for All
Purposes
1.
2.
1.
2.
3. Writing and
Composition
1.
2.
3.
4. Research and
Reasoning
1.
2.
Effective speaking in formal and informal settings requires
appropriate use of methods and audience awareness
Effective collaborative groups accomplish goals
Literary criticism of complex texts requires the use of analysis,
interpretive, and evaluative strategies
Interpreting and evaluating complex informational texts require the
understanding of rhetoric, critical reading, and analysis skills
Style, detail, expressive language, and genre create a well-crafted
statement directed at an intended audience and purpose
Ideas, evidence, structure, and style create persuasive, academic,
and technical texts for particular audiences and specific purposes
Standard English conventions effectively communicate to targeted
audiences and purposes
Independent research designs articulate and defend information,
conclusions, and solutions that address specific contexts and
purposes
Logical arguments distinguish facts from opinions; and evidence
defines reasoned judgment
Content Area: Reading, Writing, and Communicating
Standard: 1. Oral Expression and Listening
Prepared Graduates:
 Deliver organized and effective oral presentations for diverse audiences and varied purposes
Grade Level Expectation: Twelfth Grade
Concepts and skills students master:
1. Effective speaking in formal and informal settings requires appropriate use of methods and audience
awareness
Evidence Outcomes
21st Century Skills and
Readiness Competencies
Students can:
a. Present information, findings, and supporting evidence,
conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the
organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal
and informal tasks. (CCSS: SL.11-12.4)
b. Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings,
reasoning, and evidence and to add interest. (CCSS:
SL.11-12.5)
c. Adapt speech to a variety of contexts and tasks,
demonstrating a command of formal English when
indicated or appropriate. (CCSS: SL.11-12.6)
d. Identify a central idea or thesis, organize ideas, and
develop a speech for an intended purpose and audience
e. Choose specific words and word order for intended effect
and meaning
f. Select appropriate technical or specialized language
Inquiry Questions:
1. How do different purposes and
audiences affect presentation
outcomes?
2. What connections are there between
print text structures (such as
chronology, description, propositionsupport, critique, inductive-deductive)
and the organization and development
of content for a specific oral
presentation?
3. Why is it important to match the
vocabulary used to a particular
audience? (For example, scientific
terms are important to use when
talking with biologists or physicists.)
Relevance and Application:
1. Strong communication and planning
skills contribute to local and national
stewardship.
2. Intentional word choice can influence
the reader.
3. Political or social causes are only
victorious when a representative can
persuasively present.
4. Strategic use of multimedia elements
and visual displays of data can gain
audience attention and enhance
understanding.
5. An audience can be influenced by the
use of theatrical devices such as
pausing for emphasis and loud and soft
tones.
Nature of Reading, Writing, and
Communicating:
1. Strong critical thinking in a group setting
occurs when an oral presentation is clear
and effective.
2. Knowledge is attained through clear and
effective communication.
3. Great presenters plan for a presentation by
determining their audience, research a topic
of interest, and use the best presentation
methods to convey key points.