Standards
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.
Language
First Grade
ELA-1.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 together the Nervous System facts page. Discuss the details of the text and how the pictures help explain the science.
Second Grade
ELA-2.WB.1e
Use glossaries and beginning dictionaries, print or digital, to clarify the meaning of words and phrases.
Suggested Lesson
Create a picture dictionary for the vocabulary words in the Nervous System facts page.
Third Grade
ELA-3.L.5d
Explain the difference between a narrator’s point of view and various characters’ perspectives in stories.
Suggested Lesson
Think of a situation where your body recognized pain, heat or cold without you thinking about it. Remember your reaction. Discuss with a partner.
Fifth Grade
ELA-5.RW.3
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
Explain in your own words the difference between voluntary and involuntary reflexes.
Math
Kindergarten
Math-K.CC.B.4a
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Suggested Lesson
People blink about 15 times per minute. Sit across from someone and count their blinks during a 1 minute period to see if this is true.
Second Grade
Math-2.MD.D.10
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.
Suggested Lesson
Perform the experiment titled, "How Fast Are You?" available at the Neuroscience for Kids site (scroll down a bit to find it). Graph the results.
Math-2.MD.A.1
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Suggested Lesson
Perform the experiment titled, "How Fast Are You?" available at the Neuroscience for Kids site (scroll down a bit to find it). Graph the results.
Fourth Grade
Math-4.MD.B.4
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. (For example, from a line plot, find and interpret the difference in length between the longest and shortest specimens in an insect collection).
Suggested Lesson
Perform the experiment titled, "How Fast Are You?" available at the Neuroscience for Kids site (scroll down a bit to find it). Do a more detailed assessment by sorting on specific groups such as age, gender (girls/boys), or handedness (left/right), or think up new groupings. Graph the results.
Science
First Grade
Life Sciences: 1-LS-1.1
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.
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.
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. Different sense receptors are specialized for particular kinds of information, which may then be processed by the animal's brain. Animals are able to use their perceptions and memories to guide their action.
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. Examples of structures could include brain, heart and skin.
Fifth Grade
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-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.