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Be Outside: 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.RF.K.2a [CCSS page]

Recognize and produce rhyming words.

Suggested Lesson

Play a game in which kids toss a ball to another in a large circle. The throwing student says a word and the catching student must say a word that rhymes.

Multiple Grades

1st: CCSS.ELA-Literacy.RF.1.3 [CCSS page]
2nd: CCSS.ELA-Literacy.RF.2.3 [CCSS page]
3rd: CCSS.ELA-Literacy.RF.3.3 [CCSS page]
4th: CCSS.ELA-Literacy.RF.4.3 [CCSS page]
5th: CCSS.ELA-Literacy.RF.5.3 [CCSS page]

Know and apply grade-level phonics and word analysis skills in decoding words.

Suggested Lesson

Line students up in front of a basketball hoop (or a box for younger-aged students) with a ball. Show them a flashcard of a word that they should be able to decode. If they can pronounce the word correctly, they get to make a shot at the basket. If necessary, allow them to correct their pronunciation and shoot. Keep score if you wish. This might be something that other grade level students or parent volunteers might help with so that more than one basket can be used at a time.

Sixth Grade

CCSS.ELA-Literacy.W.6.2 [CCSS page]

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Suggested Lesson

Students create a new outdoor game. They must write the rules and beta test the game to check for problems and fairness. If you want to add some challenge to this activity, provide game equipment that must be used in the game. For example, one team might be given a yardstick and a straw with which their game must be played, while another team is given a piece of chalk and a basketball. Teams share their games and all learn to play them.


Second Grade

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

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Suggested Lesson

Have students jump rope, counting how many jumps they can complete before they miss. Create a chart and pair up names. Have students add their two numbers together and then subtract their numbers from each other.

Fourth Grade

CCSS.Math.Content.4.OA.C.5 [CCSS page]

Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

Suggested Lesson

Teach students about the Fibonacci sequence as a pattern. Then investigate how the sequence is displayed in nature. Take a field trip to a park or some other natural area. Check out the Fibonacci info and activities specific to plants before you go.

Sixth Grade

CCSS.Math.Content.6.G.A.1 [CCSS page]

Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

Suggested Lesson

Measure the area of the playground equipment as if it were a solid. You might want to first draw a picture of the area and equipment in order to assign jobs for measuring and to make sure that all parts are accounted for. The slide might be an area you choose to avoid.



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. All living things need water. Examples could include the different things needed by different types of animals.

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

Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

Supporting Content:

Plants and animals can change their environment. Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.

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

Use a model to represent the relationship between the needs of different plants and animals (including humans) 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.

Earth and Space Sciences: ESS2-K-3 [ICS page]

Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

Supporting Content:

Humans can make choices that reduce their impacts on the land, water, air, and other living things. 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.

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. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.

Second Grade

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.

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.

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, and behavior.

Supporting Content:

Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.

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:

Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. 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.

Fifth Grade

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

Conduct 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.

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.

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

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Supporting Content:

Earth's major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things.) These systems interact in multiple ways to affect Earth's surface materials and processes. The hydrosphere supports a variety of ecosystems and organisms, shapes landforms, and influences climate.

Earth and Space Sciences: ESS3-5-1 [ICS page]

Support, obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.

Supporting Content:

Human activities in everyday life have effects on the land, vegetation, streams, ocean, air, and organisms. Individuals and communities are doing things to help protect Earth's resources and environments.

Sixth Grade/Middle School

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.

Life Sciences LS2-MS-6 [ICS page]

Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

Supporting Content:

Biodiversity describes the variety of species found in Earth's ecosystems. The completeness or integrity of an ecosystem's biodiversity is often used as a measure of its health. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.

Earth and Space Sciences ESS3-MS-3 [ICS page]

Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Supporting Content:

Human activities can have consequences (negative and positive) on the biosphere, sometimes altering natural habitats. Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact.

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