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Measure: 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.



CCSS.ELA-Literacy.SL.K.1 [CCSS page]

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Supporting Lesson

Participate in a classroom discussion suggesting different ways of measuring the classroom.

Second Grade

CCSS.ELA-Literacy.W.2.2 [CCSS page]

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Supporting Lesson

Write a paragraph explaining the need for standard units of measurement. Give examples of the problems using nonstandard units for measuring.

Fourth, Fifth, and Sixth Grade

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

CCSS.ELA-Literacy.W.5.1 [CCSS page]

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

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

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

Supporting Lesson

Write an opinion essay about whether the United States should adopt the metric system. Introduce the topic clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support your opinion. Provide reasons that are supported by facts and details. This article about the advantages and disadvantages of the metric system may help you begin.



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

Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Supporting Lesson

Compare two classroom chairs in terms of height, two books in terms of weight, and two cups of water in terms of volume. Find other items in your classroom that can be compared in terms of measurable attributes.

Second Grade

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

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

Supporting Lesson

Measure classroom items such as a book, desk, bookshelf, computer screen, carpet, globe, etc. Choose the best tool for each task and tell why you chose it. Compare your measurements with a classmate's.

Fifth Grade

CCSS.Math.Content.5.MD.A.1 [CCSS page]

Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Supporting Lesson

Using this middle-school lesson as a guide, solve word problems requiring conversion between metric units.



Earth and Space Sciences: ESS1-K-1 [ICS page]

Use and share observations of local weather conditions to describe patterns over time.

Supporting Content:

Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. Examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month, and the number of sunny days versus cloudy days in different months. Assessment of quantitative observations limited to whole numbers and relative measures.

Second Grade

Physical Sciences: PS1-2-2 [ICS page]

Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

Supporting Content:

Examples of properties could include color, texture, hardness, and size. Assessment of quantitative measurements is limited to length.

Third Grade

Physical Sciences: PS1-3-1 [ICS page]

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Supporting Content:

Each force has both strength and directions. Forces that do not sum to zero can cause changes in the object's speed or direction of motion. Assessment to limited to number, size, or direction.

Physical Sciences: PS1-3-2 [ICS page]

Make observations and measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.

Supporting Content:

The patterns of an object's motion in various situations can be observed and measured; what that past motion exhibits a regular pattern, future motion can be predicted from it.

Earth and Space Sciences: ESS1-3-1 [ICS page]

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Supporting Content:

Examples of data could include average temperature and precipitation. Scientists record patterns of weather across different times and areas so that they can make predictions about what kind of weather might happen next.

Fourth Grade

Earth and Space Sciences: ESS2-4-1 [ICS page]

Make observations and measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

Supporting Content:

Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.

Fifth Grade

Physical Sciences: PS1-5-2 [ICS page]

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

Supporting Content:

The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. No matter what reaction or change in properties occurs, the total weight of the substances does not change. Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.

Physical Sciences: PS1-5-3 [ICS page]

Make observations and measurements to identify materials based on their properties.

Supporting Content:

Measurements of a variety of properties can be used to identify materials. (At this grade level, mass and weight are not distinguished.)

Life Sciences: LS2-5-4 [ICS page]

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Supporting Content:

Populations live in a variety of habitats, and change in those habitats affects the organisms living there Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms. When the environment changes in ways that affect a place's physical characteristics, temperature, or availability of resources, some organisms survive, others move to new locations, others move into the transformed environment, and some die.

Earth and Space Sciences: ESS1-5-1 [ICS page]

Represent data in graphical displays to reveal patterns of daily changes in length of direction of shadows, day and night, and the seasonal appearance of some stars.

Supporting Content:

The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include daily changes in the length and direction of shadows, and different positions of the sun, moon, and stars at different times of the day, month, and year.

Earth and Space Sciences: ESS2-5-2 [ICS page]

Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Supporting Content:

Nearly all of Earth's available water is in the ocean. Assessment is limited to oceans, lakes, river, glaciers, ground water, and polar ice caps.

Sixth Grade/Middle School

Physical Sciences: PS1-MS-2 [ICS page]

Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

Supporting Content:

Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. Assessment may include analysis of density, melting point, boiling point, solubility, and flammability.

Physical Sciences: PS1-MS-6 [ICS page]

Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.

Supporting Content:

Emphasis is on the design, controlling the transfer of energy to the environment, and modification of the device using factors such as concentration of the substance. Criteria could include amount, time, and temperature of substance in testing the device.

Physical Sciences: PS2-MS-2 [ICS page]

Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.

Supporting Content:

Emphasis is on balanced and unbalanced forces in a system, comparisons of forces, mass and changes in motion, frame of reference, and specification of units. All positions of objects and the directions of forces and motions must be described in arbitrarily chosen reference frame and units of size.

Physical Sciences: PS2-MS-3 [ICS page]

Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

Supporting Content:

Devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.

Physical Sciences: PS3-MS-4 [ICS page]

Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

Supporting Content:

Examples of experiments could include comparing final water temperature after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added. Temperature of a measure of the average kinetic energy of particles of matter.

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

Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

Supporting Content:

When the motion energy of an object changes, there is inevitably some other change in energy at the same time. Evidence used in arguments could include the energy before and after the transfer in the form of temperature changes or motion of the object.

Physical Sciences: PS4-MS-1 [ICS page]

Use mathematical representations to describe a model for waves that includes how the amplitude of a wave is related to the energy in a wave.

Supporting Content:

A simple wave has a repeating patterns with a specific wavelength, frequency, and amplitude. Emphasis is on describing waves both qualitatively and quantitatively.

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

Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

Supporting Content:

Growth of organisms and population increases are limited by access to resources. Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of scarce and abundant resources.

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

Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Supporting Content:

Ecosystems are dynamic in nature. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations.

Life Sciences: LS4-MS-6 [ICS page]

Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

Supporting Content:

Adaptation by natural selection acting over generations is one important process by which species change. Thus, the distribution of traits in a population changes. Emphasis is on using mathematical models to support explanations of trends in changes to populations over time. Examples could include Peppered Moth population changes before and after the industrial revolution.

Earth and Space Sciences: ESS1-MS-3 [ICS page]

Analyze and interpret data to determine scale properties of objects in the solar system.

Supporting Content:

Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object's layers (such as crust and atmosphere), surface features, and orbital radius.

Earth and Space Sciences: ESS2-MS-5 [ICS page]

Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

Supporting Content:

The complex patterns of the changes and the movements of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. Emphasis is on how air masses flow from regions of low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time.

Earth and Space Sciences: ESS3-MS-4 [ICS page]

Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

Supporting Content:

Examples of evidence include databases on human populations and the rates of consumption of food and natural resources. Examples of impacts can include changes to the appearance, composition, and structure of Earth's systems as well as the rates at which they change.

Earth and Space Sciences: ESS3-MS-5 [ICS page]

Ask questions to interpret evidence of the factors that cause climate variability over time.

Supporting Content:

Examples of evidence can include tables, graphs, and maps of measured global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and natural resource use.

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