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The Brain: 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.

Language

Second Grade

CCSS.ELA-Literacy.RI.2.1 [CCSS page]

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Suggested Lesson

Read the ScienceTrek Facts page for The Brain. With a partner, make a list of answers to who, what, where, when, why and how questions about the brain.

Fourth Grade

CCSS.ELA-Literacy.RI.4.1 [CCSS page]

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Suggested Lesson

Try the Stroop Effect Experiment found at the Neuroscience For Kids site. Read the science behind it found on this site (or a more detailed explanation at Wikipedia). Explain this effect to a partner in your class — after they have also tried the experiment.

Fifth Grade

CCSS.ELA-Literacy.L.5.2a [CCSS page]

Use punctuation to separate items in a series.

Suggested Lesson

Create a list of all of things that your brain does without your awareness. Separate your list items with appropriate punctuation.

Math

Kindergarten

CCSS.Math.Content.K.G.B.5 [CCSS page]

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Suggested Lesson

Build a model of the brain using clay or salt dough. Include the three major parts: the cerebrum, the cerebellum, and the brain stem.

Third Grade

CCSS.Math.Content.3.MD.A.1 [CCSS page]

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Suggested Lesson

See how your brain learns — measure how long it takes to solve a medium difficulty maze on paper. Perform the same maze a second and third time, again measuring the time it takes to solve. Education.com has a number of printable mazes!

Fifth Grade

CCSS.Math.Content.5.MD.B.2 [CCSS page]

Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

Suggested Lesson

Sleep is important to the health of the body and the brain function. After reading the following article on Brain Basics: Understanding Sleep (NIH), create a line plot of the stages of sleep. Make it to scale based on the amount of time devoted to each of the five stages.

Science

First Grade

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

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

Supporting Content:

Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive.

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:

Animals have various body systems with specific functions for sustaining life: skeletal, circulatory, respiratory, muscular, digestive, etc. Examples of structures could include brain, heart and skin.

Life Sciences: LS1-4-2 [ICS page]

Use a model to describe that animals receive different types of information through their senses, process the information in their brains, and respond to the information in different ways.

Supporting Content:

Emphasis is on systems of information transfer. Different sense receptors are specialized for particular kinds of information, which may then be processed by the animal's brain. Animals are able to use their perceptions and memories to guide their action.

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. Food provides animals with the materials they need for body repair and growth.

Sixth Grade/Middle School

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

Use argument supported by evidence for how a living organism is a system of interacting subsystems composed of groups of cells.

Supporting Content:

In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues. Tissues form organs that are specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.

Life Sciences: LS1-MS-6 [ICS page]

Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matters moves through an organism.

Supporting Content:

Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.

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