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
Kindergarten
ELA-K.WB.2a
Sort common objects into categories (e.g., foods, size) to gain a sense of the concepts the categories represent.
Suggested Lesson
Place a variety of objects into a cardboard box with an access hole for students to reach into. Have students identify each object by its feel. Discuss how our skin allows us to stay safe and to find things by the sense of touch.
Second Grade
ELA-2.VD.AV.3
Acquire and use general academic and content-specific words gained through conversations and reading and listening to texts, including using adjectives and adverbs to describe situations with specificity.
Suggested Lesson
KidsHealth offers several resources that will aid your students in learning skin vocabulary. Do this Secret Skin Words activity, and have students label this diagram with the correct words.
Sixth Grade
ELA-6.RW.3
Write informational texts that introduce the topic, develop the focus with relevant facts, definitions, concrete details, quotations, and examples from multiple sources using appropriate strategies, such as description, comparison, and/or cause-effect; and provide a concluding section that follows from the information presented.
Suggested Lesson
Have students create a research report on a skin condition such as psoriasis, acne, sunburn, chapping, dry skin, cancer, eczema, hives, bug bites, rashes, etc.
Math
First Grade
Math-1.OA.A.1
Solve addition and subtraction word problems within 20 to solve involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, by using physical, visual, and symbolic representations
Suggested Lesson
Have students “feel” the dots on thrown dice to find the sum or difference. Use more than two for an added challenge in figuring sums.
Third Grade
Math-3.MD.C.5a
A square with side length one unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
Suggested Lesson
Place enough graph paper on the floor to allow a student to lay down on it. Trace around the body. Determine how many units it would take to cover the entire body in an envelope. Discuss why this would make a good estimate of the amount of skin on their body, but would not be a means of accurately measuring the skin.
Sixth Grade
Math-6.SP.B.4
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
Suggested Lesson
Have students feel the water in multiple separate containers filled with water of different temperatures. Have them identify which two containers have approximately the same temperature. Then measure the temperature of the two volumes of water. Plot how many students get it correct and how many do not.
Science
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 external parts. 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. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
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
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 actions. 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. Examples of structures could include heart, stomach, lung, brain, 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. Examples of models could include diagrams and flow charts.
Sixth Grade
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.