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Science of Lewis & Clark: 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.1.8 [CCSS page]

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Suggested Lesson

Research a new plant or animal as identified by the Corps of Discovery. Create a class book about them complete with illustrations and details.

Fourth Grade

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

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Suggested Lesson

Lewis and Clark kept journals of their trip. Read the following Journal entries and find all of the grammar and spelling errors that they made. Some of the phrases we might find odd today are really the way they spoke in that time period and not errors. They were very capable explorers but might not have gotten good grades if they had been in your class!!

Sixth Grade

CCSS.ELA-Literacy.W.6.3 [CCSS page]

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Suggested Lesson

Create a fun cookbook using foods the Corps of Discovery would have found on their trip. Do research to identify possible ingredients, cooking methods, flavorings, etc. available to them. Consider Bison Burgers, Mountain Sheep Salad, Camas Soufflé . . .



CCSS.Math.Content.K.MD.B.3 [CCSS page]

Classify objects into given categories; count the numbers of objects in each category and sort the categories by count ¹.

Suggested Lesson

Sort pictures of the new species that Lewis and Clark found on their journey. Sort them into plants and animals. Count how many they discovered.

Third Grade

CCSS.Math.Content.3.MD.B.4 [CCSS page]

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units- whole numbers, halves, or quarters.

Suggested Lesson

Measure Lewis and Clark's journey using a map, a ruler, and the map's scale to determine how far they traveled. Be aware that Lewis and Clark split up for a part of the trip so you will need to calculate each of their distances separately.

Fourth Grade

CCSS.Math.Content.4.NBT.B.4 [CCSS page]

Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Suggested Lesson

Organize a school effort to walk the distance of Lewis and Clark's journey. Add together each students' walking distance that they accomplish over lunch periods.



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

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

Supporting Content:

Examples of patterns could include that all animals need food in order to live and grow, and the different kinds of food needed by different types of animals. Animals obtain their food from plants or from other animals.

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. 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 or animals use their external parts to help them survive, grow, and meet their needs.

Supporting Content:

Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek and take in food.

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

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

Supporting Content:

Reproduction is essential to the continued existence of every kind of organism. Changes animals go through during their life form a pattern.

Second Grade

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. The emphasis is on the diversity of living things in each of a variety of different habitats.

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

Develop a model to represent the shapes and kinds of land and bodies of water in an area.

Supporting Content:

Maps show where things are located. One can map the land and water in any area.

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.

Earth and Space Sciences: ESS1-3-2 [ICS page]

Obtain and combine information to describe climates in different regions of the world.

Supporting Content:

Climate describes a range of an area's typical weather conditions.

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.

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.

Earth & Space Sciences: ESS1-4-1 [ICS page]

Identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for those changes.

Supporting Content:

Local, regional, and global patterns of rock formations reveal changes over time due to earth forces. Examples of evidence from patterns could include a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river through rock.

Earth & Space Sciences: ESS2-4-2 [ICS page]

Analyze and interpret data from maps to describe patterns of Earth's features.

Supporting Content:

The locations of mountain ranges, ocean trenches, earthquakes, and volcanoes occur in patterns. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water feature areas of Earth. Maps can include the locations of mountains, continental boundaries, volcanoes, and earthquakes.

Fifth Grade

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 animals and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.

Earth and Space Sciences: ESS2-5-1 [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, including humans). These systems interact in multiple ways to affect Earth's surface materials and processes.

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:

Examples include oceans, lakes, rivers, glaciers, and polar ice caps. Nearly all of Earth's available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.

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 animals, the body is a system of multiple interacting subsystems. These subsystems work together to form tissues and organs that are specialized for particular body functions.

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:

Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction.

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

Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Supporting Content:

Predatory interactions may reduce the number of organisms. Although the species involved in competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments are shared.

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.

Life Sciences LS4-MS-2 [ICS page]

Apply scientific ideas to construct an explanation for the anatomical similarities and differences among organisms to infer relationships.

Supporting Content:

Anatomical similarities and differences between various organisms enable the classification of living things.

Life Sciences LS4-MS-3 [ICS page]

Analyze displays of pictorial data to compare patterns of similarities in the anatomical structures across multiple species of similar classification levels to identify relationships

Supporting Content:

Scientific level names indicate a degree of relationship.

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