Idaho State Standards

Here are correlations to the Idaho State Language and Math standards and to the Idaho State Science Standards. For more information about the overall standards, see the complete Idaho Content Standards for Science, the Next Generation Science Standards, and the alignment between Idaho and NGSS Science Standards. You may also access the Idaho English Language Arts/Literacy Standards and Mathematics Standards.


First Grade

ELA/Literacy 1.RC.NF.6b

Describe the connection between two individuals, events, ideas, or pieces of information in texts heard or read.

Suggested Lesson

Read Frog and Toad are Friends by Arnold Lobel (ISBN: 978-0064440202). Discuss how frog and toad are similar and how they are different characters. Further your discussion by talking about how real frogs are different than real toads.

ELA/Literacy 1.RC.NF.6c

Know and use various text features (e.g., table of contents, headings, glossaries, icons, index) to locate information in a text.

Suggested Lesson

Read Scholastic True or False: Amphibians by Melvin Berger (ISBN: 978-0545202077) and discuss the textual features found in the book.

Sixth Grade

ELA/Literacy 6.W.RW.3

Write informational texts that introduce the topic, develop the focus with relevant facts, definitions, concrete details, quotations, and examples from multiple sources using appropriate strategies, such as description, comparison, and/or cause-effect; and provide a concluding section that follows from the information presented.

Suggested Lesson

Explain in great detail the differences between amphibians and reptiles. These two classes are often confused or mistaken.


First Grade

Math 1.OA.A.1

Solve addition and subtraction word problems within 20 involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, by using physical, visual, and symbolic representations

Suggested Lesson

Use plastic toy amphibians to create story problems about animals coming and going from a pond. Students can draw pictures of ponds to use as a work mat.

Sixth Grade

Math 6.RP.A.3c

Find a percent of a quantity as a rate per 100; solve problems involving finding the whole, given a part and the percent.

Suggested Lesson

Create a pie chart comparing the different stages of a frog's life. Label the sections.



Life Sciences K-LS-1.1

Use observations to describe how plants and animals are alike and different in terms of how they live and grow.

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 K-ESS-1.2

With guidance and support, use evidence to construct an explanation of how plants and animals interact with their environment to meet their needs.

Supporting Content

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

Earth and Space Sciences K-ESS-2.1

Use a model to represent the relationship between the needs of different plants and animals 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. Plants, animals, and their surroundings make up a system.

Earth and Space Sciences K-ESS-2.3

Communicate ideas that would enable humans to interact in a beneficial way with the land, water, air, and/or other living things in the local environment.

Supporting Content

Things that people do can affect the world around them. People can reduce their effects 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 1-LS-1.1

Design and build 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

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. 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.

Second Grade

Life Sciences 2-LS-2.1

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.

Third Grade

Life Sciences 3-LS-1.1

Develop models to demonstrate that living things, although they have unique and diverse life cycles, all have birth, growth, reproduction, and death in common.

Supporting Content

Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.

Life Sciences 3-LS-3.2

Use evidence to support the explanation that traits can be influenced by the environment.

Supporting Content

Characteristics result from individuals’ interactions with the environment, which can range from diet to learning.

Fourth Grade

Life Sciences 4-LS-1.1

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 4-LS-1.2

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

Supporting Content

Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions.

Fifth Grade

Life Sciences 5-LS-2.1

Analyze and interpret data from fossils to provide evidence of the types of organisms and the environments that existed long ago and compare those to living organisms and their environments.

Supporting Content

Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments.

Life Sciences 5-LS-2.2

Construct an argument with evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

Supporting Content

Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing

Life Sciences 5-LS-2.4

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Supporting Content

The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. 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. Newly introduced species can damage the balance of an ecosystem.

Life Sciences 5-LS-2.3

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

Supporting Content

Populations live in a variety of habitats, and change in those habitats affects the organisms living there. When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die.

Earth and Space Sciences 5-ESS-3.1

Obtain and combine information about ways communities protect Earth's resources and environment using scientific ideas.

Supporting Content

Human activities in agriculture, industry, and everyday life have effects on the land, vegetation, streams, ocean, air, and even outer space. Individuals and communities can often mitigate these effects through innovation and technology.

Sixth Grade - Middle School

Life Sciences MS-LS-1.3

Make a claim 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 and organs that are specialized for particular body functions

Life Sciences MS-LS-2.1

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 of organisms, 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. Growth of organisms and population increases are limited by access to resources.

Life Sciences MS-LS-2.2

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

Supporting Content

Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.

Life Sciences MS-LS-2.3

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. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.

Life Sciences MS-LS-2.5

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

Supporting Content

Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. Further Explanation: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.

Life Sciences MS-LS-2.6

Design and evaluate solutions for maintaining biodiversity and ecosystem services.

Supporting Content:

Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.

Life Sciences MS-LS-4.4

Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

Supporting Content

Natural selection leads to the predominance of certain traits in a population, and the suppression of others. Emphasis is on using concepts of natural selection, including overproduction of offspring, passage of time, variation in a population, selection of favorable traits, and heritability of traits.

Earth and Space Sciences MS-ESS-3.3

Apply scientific practices to design a method for monitoring human activity and increasing beneficial human influences on the environment.

Supporting Content

Human activities can positively and negatively influence the biosphere, sometimes altering natural habitats and ecosystems. Examples of the design process include examining human interactions and designing feasible solutions that promote stewardship. Examples can include water usage (such as stream and river use, aquifer recharge, or dams and levee construction); land usage (such as urban development, agriculture, wetland benefits, stream reclamation, or fire restoration); and pollution (such as of the air, water, or land).