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.
Retell key details of texts that demonstrate understanding of the main topics of texts heard or read.
Read about the science of one of the senses. Retell a friend or family member what you learned about that sense organ. Have them draw the parts that can be seen. List what the sense organ does, that cannot be seen.
Write informational texts that state a focus and support the focus with facts and details and provide a concluding sentence.
Hide items for students to smell or touch in a way that they will not be able to see what they are experiencing. Have them call upon prior information and knowledge to come to a conclusion about what may be hidden in the bag. Have them write about what they believe is the hidden item and explain details as to how they determined their choice. Discuss which details are most helpful; for example, "it smelled like a pie" isn't as descriptive as "the smell was sharp and fruity." This can also be done with sounds or flavors.
Write arguments that introduce the topic; express a clear opinion supported with facts, details and reasons; and provide a concluding statement or section.
Write an opinion piece about the most important of the five senses. Explain why that sense is more important than the other four. Include details.
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.
Create a box with only one opening in it. Place a variety of safe objects in the box for students to try and put in order by the feel of their size. It might be easier to give them the job of removing the largest object. Set it on the table and repeat. When all of the objects have been removed and placed in order the rest of the students can then “see” if the size order was correct.
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Have a taste test for some type of candy that comes in a variety of flavors. Graph the favorite flavor. Compare with a neighboring class to see if they are different. Perform simple addition and subtraction problems to compare measures between the two classes.
Read and write multi-digit whole numbers using standard form, expanded form, and word form. Compare two multi-digit numbers based on meanings of the digits and each place, recording the results of comparisons with the symbols >, =, and <.
Sound is measured in decibels. Create a number line comparing the decibels of common sounds. Use the library and the internet to get your data.
Design and build 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.
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.
Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
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.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Animals have various body systems with specific functions for sustaining life:skeletal, circulatory, respiratory, muscular, digestive, etc. Including 5 senses.
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.
Populations of animals are classified by their characteristics.
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.
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 in animals, such as selection of favorable traits and heritability of traits.
Make a claim supported by evidence for how a living organism is a system of interacting subsystems composed of groups of cells.
In multicellular animals, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues. Tissues form organs that are specialized for particular body functions.