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


Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Suggested Lesson

Help first graders learn the names of some of the major bones like the scapula, the sternum and the ulna.

Third Grade


Use glossaries or beginning dictionaries, print or digital, to clarify the precise meaning of key words and phrases.

Suggested Lesson

Create a game of putting a paper skeleton together by drawing a bone name from a stack and adding that bone to the body skeleton. If they aren’t sure which bone it is, look it up in a book or dictionary. Students could each build their own skeleton or work in teams.

Fifth Grade


Recognize and explain the meaning of figurative language such as metaphors and similes, in context.

Suggested Lesson

Find figurative language phrases (idioms, colloquialisms, clichés or others) that involve the human body or its parts. “That's a knee slapper!”


First Grade


Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. (Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.)

Suggested Lesson

Measure the length of your leg bones, arm bones, or finger bones in paperclips. Try measuring in other tools such as attribute blocks, pattern blocks or Unifix cubes.

Second Grade


Add and subtract whole numbers within 1000, by using physical, visual, and symbolic representations, with an emphasis on place value, properties of operations, and/or the relationships between addition and subtraction.

a. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones.

b. Understand that sometimes it is necessary to compose or decompose tens or hundreds.

Suggested Lesson

Human babies can be born with around 270 soft bones in their body. Find out from reading the Facts and Links provided in this Science Trek site how many bones are in the body once they become solid. Create a math equation to show what the difference is. Solve and label your answer. Extend this lesson: How many bones would 5 people have?

Sixth Grade


Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

Suggested Lesson

Create a ratio table measuring the length of one bone in your body and comparing it to another bone measurement. Find 3 missing values before and after for a total of 6 values. Work with a younger class to identify someone who has an equivalent ratio to yours. (It might be fun to hang on to the measures for several years to see if the younger student maintains the same ratio.)


First Grade

Life Sciences: 1-LS-1.1

Design and build 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. 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 diagrams. Pictures, specimens, or fossils.

Life Sciences: MS-LS-4.2

Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms, and between modern and fossil organisms, to infer relationships.

Supporting Content

Emphasis is on relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures. Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record enable the classification of living things.

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 and 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.