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.VD.AV.3

With support as needed, acquire and use general academic and content-specific words gained through conversations, reading, and listening to texts.

Suggested Lesson

Based on this rabbit lesson, use the vocabulary words (litter, newborn, kit, young, adult) to draw and label the rabbit life cycle.

Second Grade

ELA/Literacy 2.RC.NF.6e

Compare and contrast the most important points presented in two texts on the same topic.

Suggested Lesson

Using the texts Rabbits vs. Hares and All About Rabbits, and this video clip, compare and contrast rabbits and hares. Complete the Venn diagram showing the similarities and differences between rabbits and hares.

Fourth Grade

ELA/Literacy 4.W.RW.3

Write informational texts that introduce the topic; develop the focus with facts, details or other information; and provide a concluding statement or section.

Suggested Lesson

Choose a topic (Rabbit Defenses, Rabbit Communication, or Rabbit Life Cycle) and write a one-page paper describing what you have learned about rabbits.


Second Grade

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

Measure the length of a standard long jump done by several second-grade classmates. Compare to the length that a rabbit can jump.

Math 2.OA.A.1

Use addition and subtraction within 100 to solve one- and two-step word problems.

Suggested Lesson

Solve word problems such as the following: If there are 29 species of wild rabbits and 30 species of hares, how many total wild species are there? If there are 108 kinds of wild and domestic rabbits in all, how many of those are domestic breeds? If there are 49 breeds of recognized domestic rabbits and 12 of them are lop-eared rabbits, how many breeds are erect-eared rabbits?

Fifth Grade

Math 5.NBT.B.5

Demonstrate fluency for multiplication of multi-digit whole numbers using the standard algorithm.

Suggested Lesson

Solve the following problem: If a female rabbit has 10 kits per litter and has 4 litters per year, how many kits will she have in a year? If she has five daughters in each litter who then have 8 kits each, how many grandchildren does she have? If half of the grandchildren are female and each of those has 7 kits, how many descendants does the original rabbit have?



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

All animals need food in order to live and grow. All living things need water.

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. They live in places that have the things they need.

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

Different animals use their body parts in different ways to see; hear; grasp objects; protect themselves; move from place to place; and seek, find, and take in food, water, and air. 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.

Life Sciences:1-LS-1.2

Obtain information to identify patterns of behavior in parents and offspring that help offspring survive.

Supporting Content

Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.

Life Sciences: 1-LS-2.1

Make observations to construct an evidence-based explanation that offspring are similar to, but not identical to, their parents.

Supporting Content

Young animals are very much, but not exactly, like their parents. Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Examples of patterns could include features plants or animals share. Observations could include that a particular breed of animal looks like its parents, but is not exactly the same.

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. Changes organisms go through during their life form a pattern.

Life Sciences: 3-LS-3.2

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

Supporting Content

The environment affects the traits that an animal develops. Some characteristics result from individuals' interactions with the environment.

Life Sciences: 3-LS-3.3

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Supporting Content

Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.

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. Emphasis is on systems of information transfer.

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. Examples of cause and effect relationships could be that animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.

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

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. Populations live in a variety of habitats, and change in those habitats affects the organisms living there.

Life Sciences: 5-LS-2.4

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

Supporting Content

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.

Sixth Grade - Middle School

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

Examples of types of interactions could include competitive, predatory, and mutually beneficial. 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.

Life Sciences: MS-LS-2.5

Construct an argument supported by empirical 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.