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Television: 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.2 [CCSS page]

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Suggested Lessons

Invite a television personality to come and talk to the students about their job. Allow students to ask questions about the person's job.

Third Grade

CCSS.ELA-Literacy.RI.3.3 [CCSS page]

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Suggested Lessons

Using the history and/or scientific aspects of television, students create a book, a PowerPoint presentation or poster pertaining to a particular topic.

Fifth Grade

CCSS.ELA-Literacy.SL.5.5 [CCSS page]

Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Suggested Lessons

Create a newscast of events happening at school – perhaps including weather and sports. Present the newscast, include video to accompany the news stories, weather maps, sports scores, etc.


First Grade

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

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Suggested Lessons

Televisions are measured from one upper corner to the opposite lower corner. Assign students to measure their home television and bring the measurement to school. Organize measurements from largest to smallest, or smallest to largest. Reproduce a model of the screen size on paper, if desired, using this measurement system.

Third Grade

CCSS.Math.Content.3.G.A.2 [CCSS page]

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

Suggested Lessons

Have students create pictures using graph paper to represent pixels on a televisions screen. Create images from imagination, or find worksheets for pixel art by doing an internet search.

Fourth Grade

CCSS.Math.Content.4.MD.A.2 [CCSS page]

Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Suggested Lessons

Study wavelengths, measure wavelengths, compare wavelengths. Use this worksheet if desired.


First Grade

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

Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

Supporting Content:

People use a variety of devices to send and receive information over long distances.

Fourth Grade

Physical Sciences: PS2-4-1 [ICS page]

Develop a model of waves to describe patterns in terms of amplitude and wavelength.

Supporting Content:

Waves are regular patterns of motion. Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks.) Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.

Physical Sciences: PS2-4-3 [ICS page]

Generate and compare multiple solutions that use patterns to transfer information.

Supporting Content:

Information can be transmitted over long distances without significant degradation. High-tech devices can receive and decode information. Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.

Sixth Grade/Middle School

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

Use mathematical representations to describe a simple 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 pattern with a specific wavelength, frequency, and amplitude.

Physical Sciences: PS4-MS-2 [ICS page]

Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Supporting Content:

Examples of models could include drawings, simulations, and written descriptions.

Physical Sciences: PS4-MS-3 [ICS page]

Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.

Supporting Content:

Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic cable to transmit light pulses, radio wave pulses in television and WIFI devices, and conversion of stored binary patterns to make sound or text on a computer screen. Signals sent as wave pulses are a more reliable way to encode and transmit information.

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