Project WET is dedicated to making its resources as applicable and helpful as possible for both formal and non-formal educators. For this reason, we have correlated all of our recent educator guides to national educational standards and relevant literacy frameworks.
NEXT GENERATION SCIENCE STANDARDS
Correlations for the Project WET Curriculum and Activity Guide 2.0 are available to view in table format or in a detailed document describing how each activity addresses the three dimensions of the correlated NGSS** performance expectations. Individual correlation documents for each activity are available on the Water Education Portal* under the respective activity.
OCEAN AND CLIMATE LITERARY PRINCIPLES
Correlations for the Ocean and Climate Literacy Principles (defined by NOAA) that are addressed in each activity are available in the full table.
EARLY CHILDHOOD EDUCATION STANDARDS
Visit our Early Childhood Education page to learn more about Getting Little Feet Wet's correlations to national educational standards.
Early Childhood Education Standards
COMMON CORE STATE STANDARDS
The Project WET Curriculum and Activity Guide 2.0 was correlated to Common Core State Standards in 2012. Correlations to individual parts for each activity can be found the on the activity's page of the Water Education Portal.
Most Project WET state partners have correlated Project WET materials to individual state standards and make them available on their organizational website.
The Project WET Foundation thanks the following science education professionals who contributed their expertise to the NGSS correlations of the Project WET Curriculum and Activity Guides 2.0 and 1.0:
Jo Adang, Georgia Project WET, GA Environmental Protection Division, Georgia; Nancy Anderson-Louie, Will C Wood High School, California; Jody Bertolucci, Fresno County Office of Education and CREEC (California Regional Environmental Education Community), Region 7, California; Betsy Blake, Columbia Public Schools, Missouri; Conni Bock, CREEC (California Regional Environmental Education Community), San Joaquin County Office of Education, California; Chris Breazeale, Explorit Science Center, California; Sabreena Britt, California Waterfowl, California; Brian Brown, California Project WET/Water Education Foundation, California; Ruth S. Burkett, Ph.D., University of Central Missouri, Missouri and Utah Society for Environmental Education, Utah; David Bydlowski, Wayne RESA-(Regional Educational Service Agency), Michigan; Erica Cox, Missouri Project WET/Missouri State University, Missouri; Roger Cramer, Douglas County School District PDC, Nevada; Julita Galleguillos, CALRTA (California Retired Teachers Association), California; Dr. Genevieve B. Dierenga, Wooster High School, Nevada; Linda M. Flaherty, Lyon County School District, Dayton High School, Nevada; Kurt Holland, Project Wet Facilitator, California; Patricia J Holloway, Missouri Department of Conservation, Missouri; Shelly M Holt, Clark County School District, Nevada; Kevin Kopp, New Jersey Project WET, NJ Department of Environmental Protection, New Jersey; Angela Lurvey, Ozark West Elementary , Missouri; Lorna Manuel, Tehama County Department of Education, California; Laura McCoy, Environmental Education Association of Illinois, Illinois; Melissa L. Mullins, Center for Reservoir and Aquatic Systems Research, Baylor University, Texas; Betsy O’Day, Hallsville R-IV School District, Missouri; Jenna Porter, Assistant Professor, Sacramento State, California; Michael Roa, Retired Science Teacher, California; Kerry Schwartz, Arizona Project WET/Arizona State University, Arizona; Camille T. Stegman, Nevada State Science Teachers Association, Nevada; Janet Vail, Ph.D., Michigan Project WET/Annis Water Resources Institute (AWRI), Grand Valley State University; Molly Ward, Mountain Goat Instructional Design, Montana