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Botany: Standards

Idaho Common Core State Standards

Here are correlations to the National Common Core Language and Math standards and to the Idaho State Science Standards. If you'd like, you may go directly to the Idaho science standards for this topic. For more information about the overall standards, see the complete Idaho Content Standards for Science, the Next Generation Science Standards, the Common Core Language standards, or the Common Core Math standards.


First Grade

CCSS.ELA-Literacy.W.1.3 [CCSS page]

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order and provide some sense of closure.

Suggested Lesson

After planting a seed and observing its growth, write three sentences about the sequential process of germination.

Fourth Grade

CCSS.ELA-Literacy.W.4.2 [CCSS page]

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Suggested Lesson

Draw a diagram of the parts of a flowering plant, giving a description of the function of each part.

Sixth Grade

CCSS.ELA-Literacy.W.6.1 [CCSS page]

Write arguments to support claims with clear reasons and relevant evidence.

Suggested Lesson

Spend some time at the Plant Conservation and Endangered Plants websites. Then write a persuasive essay about the importance of protecting threatened plant species, supporting claims with evidence.



CCSS.Math.Content.K.CC.B.4.A [CCSS page]

When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

Suggested Lesson

Cut open a variety of fruits (apple, avocado, pumpkin, etc.). Count the number of seeds in each one. Place the fruits in order from the fewest to the greatest number of seeds.

Second Grade

CCSS.Math.Content.2.MD.A.1 [CCSS page]

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Suggested Lesson

Plant bean seeds in both darkness and light. An extension might include planting seeds in both warm and cold temperatures, or using different amounts of water. Measure the growth of the plants each day. Make a chart to compare the growth of plants under different conditions.

Fourth Grade

CCSS.Math.Content.4.NBT.A.3 [CCSS page]

Use place value understanding to round multi-digit whole numbers to any place.

Suggested Lesson

Design a garden plot on graph paper in the shape of a rectangle. Compute the area and the perimeter. Extension: Given an area measurement (20 square feet), decide how long and how wide the garden needs to be. Are there more ways than one to design the garden to contain a particular area?



Life Sciences: LS1-K-1 [ICS page]

Use observations to describe patterns of what plants and animals (including humans) need to survive

Supporting Content:

All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. Animals need to take in food but plants produce their own.

Earth and Space Sciences: ESS2-K-1 [ICS page]

Use a model to represent the relationship between the needs of different plants and animals and the places they live.

Supporting Content:

Living things need water, air, and resources from the land, and they live in places that have the things they need. An example of a relationship is that grasses need sunlight so they often grow in meadows, while deer eat buds and leaves so they usually live in forested areas. Plants, animals and their surroundings make up a system. Humans use natural resources for everything they do.

First Grade

Life Sciences: LS1-1-1 [ICS page]

Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

Supporting Content:

All organisms have external parts. Plants have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Plants also respond to some external inputs. Examples of human problems that can be solved by mimicking plant solutions could include stabilizing structures by mimicking roots on plants, or keeping out intruders by mimicking thorns on branches.

Life Sciences: LS1-1-3 [ICS page]

Develop models to describe that organisms have unique and diverse life cycle but all have in common birth, growth, reproduction, and death.

Supporting Content:

Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.

Life Sciences: LS2-1-1 [ICS page]

Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

Supporting Content:

Young plants and animals are very much, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Examples of observations could include leaves from the same kind of the plant that are the same shape but can differ in size.

Second Grade

Life Sciences: LS1-2-1 [ICS page]

Plan and conduct an investigation to determine if plants need sunlight and water to grow.

Supporting Content:

Plants depend on water and light to grow.

Life Sciences: LS1-2-2 [ICS page]

Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

Supporting Content:

Plants depend on animals for pollination or to move their seeds around. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people.

Life Sciences: LS2-2-1 [ICS page]

Make observations of plants and animals to compare the diversity of life in different habitats.

Supporting Content:

There are many different kinds of living things in any area, and they exist in different places on land and in water.

Third Grade

Life Sciences: LS2-3-1 [ICS page]

Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

Supporting Content:

Many characteristics of organisms are inherited from their parents. Different organisms vary in how they look and function because they have different inherited information.

Life Sciences: LS2-3-2 [ICS page]

Use evidence to support the explanation that traits can be influenced by the environment.

Supporting Content:

Other characteristics result from individuals' interactions with the environment. Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted. Many characteristics involve both inheritance and environment.

Fourth Grade

Life Sciences: LS1-4-1 [ICS page]

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

Supporting Content:

Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. Examples of plant structures could include thorns, stems, roots, colored petals.

Life Sciences: LS2-4-1 [ICS page]

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Supporting Content:

Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms break down dead organisms (both plants or plants parts and animals) and therefore operate as "decomposers." Matter cycles between the air and soil and among plants and animals as these organisms live and die. Plants obtain gases and water from the environment and release waste matter (gases) back into the environment.

Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.

Fifth Grade

Physical Sciences: PS3-5-1 [ICS page]

Use models to describe that energy in animals' food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

Supporting Content:

The energy released from food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). Examples of models could include diagrams, and flow charts.

Life Sciences: LS1-5-1 [ICS page]

Support an argument that plants get the materials they need for growth chiefly from air and water.

Supporting Content:

Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.

Life Sciences: LS2-5-2 [ICS page]

Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving and reproduction.

Supporting Content:

Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators.

Life Sciences: LS2-5-3 [ICS page]

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Supporting Content:

Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.

Sixth Grade/Middle School

Life Sciences: LS1-MS-5 [ICS page]

Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

Supporting Content:

Plants use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. Emphasis is on tracing movement of matter and flow of energy.

Life Sciences: LS2-MS-3 [ICS page]

Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Supporting Content:

Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.

Life Sciences: LS2-MS-4 [ICS page]

Develop a model to describe the flow of energy through the trophic levels of an ecosystem.

Supporting Content:

Food webs can be broken down into multiple energy pyramids. Concepts should include the 10% rule of energy and biomass transfer between trophic levels and the environment. Emphasis is on describing the transfer of mass and energy beginning with producers, moving to primary and secondary consumers, and ending with decomposers.

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