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.


Second Grade


Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in grade-level texts heard or read.

Suggested Lesson

Using details from text about muscles to create a T chart of things your body does voluntarily and things it does on its own without thinking about it.

Third Grade


Write arguments that introduce the topic, express an opinion supported with facts, details, and reasons, and provide a concluding statement.

Suggested Lesson

What if we could not bend or lift our arms or our legs? Try performing your regular tasks during an hour without bending these limbs. Write a paragraph telling how moving muscles is important to our daily functions.

Fifth Grade


Write informational texts that introduce the topic; develop the focus with relevant facts, details, and examples from multiple sources that are logically grouped, including headings to support the purpose; and provide a concluding section.

Suggested Lesson

Research a set of muscles. Write a paper explaining what you found out regarding the science of those muscles.

Sixth Grade


Engage in collaborative discussions about grade-level topics and texts with peers by following agreed upon rules for collegial discussions, setting specific goals, and carrying out assigned roles; making comments and posing and responding to specific questions with elaboration and detail; and demonstrating understanding of various perspectives through reflection and paraphrasing.

Suggested Lesson

Leonardo Da Vinci was one of the first artists to draw the human muscular system and skeletal system in detail. Visit this site to see some of his early drawings. Discuss: Why were his sketches important to science and art?


Third Grade

Math-3.MD.A.1 and 3.MD.B.3

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes.

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.

Suggested Lesson

Hold an object out at arm's length — a book or a basketball. Time the period of time that a person can hold the object before they feel the need to put it down. Take a 5 minute rest and repeat. Chart the time difference between the two endurance measures. Compare different people. Compare different ages. What can you hypothesize about your results? Represent the problem on a one or more scaled bar graphs. 

All Grades

All Math Standards Apply

All Idaho Content Standards for Math

Suggested Lesson

Head to the Guinness World Records site for human records — tallest, shortest, fastest, you name it. Create contextual math problems to meet any standards you need to practice. Here is a spreadsheet of all of the London 2012 Olympics records set. Create some contextual problems from these facts.



Physical Sciences: K-PS-1.1

With guidance and support, plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

Supporting Content

Pushes and pulls can have different strengths and directions. A bigger push or pull makes things speed up or slow down more quickly. Examples of pushes or pulls could include a person pushing an object.

First Grade

Life Sciences: 1-LS-1.1

Design a solution to a human problem by mimicking how animals use their external parts to help them survive, grow, and meet their needs.

Supporting Content

All organisms have body parts. Different animals use their body parts in different ways. 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 grasp objects, protect themselves, and move from place to place.

Fourth Grade

Life Sciences: 4-LS-1.2

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

Supporting Content

Emphasis is on systems of information transfer.

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.

Fifth Grade

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

Populations of animals are classified by their characteristics.

Physical Sciences: 5-PS-3.1

Use models to describe that energy in animals' food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the Sun.

Supporting Content

The energy released from food was once energy from the sun that was captured by plants. Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion.

Sixth Grade

Life Sciences: MS-LS-4.3

Analyze visual evidence to compare patterns of similarities in the anatomical structures across multiple species of similar classification levels to identify relationships.

Supporting Content

Emphasis is on inferring general patterns of relatedness among structures or different organisms by comparing the appearance of anatomical structures or organs in diagrams or pictures.

Life Sciences: MS-LS-1.6

Develop a conceptual model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as matter moves through an organism.

Supporting Content

Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.

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. Tissues form organs that are specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.