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
Second Grade
ELA-2.TE.3
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 the text from the facts page of Science Trek - Sleep, create a chart of who, what, where, when, why, and how. Here is a graphic organizer for this purpose if you wish to use it.
Third Grade
ELA-3.RW.2
Write arguments that introduce the topic, express an opinion supported with facts, details, and reasons, and provide a concluding statement.
Suggested Lesson
Visit Neuroscience for Kids and scroll to the end of the page for a list of sleep related proverbs and famous quotes. Use these to discuss and have students write their own translation of each quote.
Sixth Grade
ELA-6.L.5c
Describe how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Suggested Lesson
Discuss why so many story plots revolve around dream sequences and why the reader usually doesn't find out until the very end that the entire set of events was just a dream. Are there stories where a phrase might leave you wondering if it really wasn't actually a dream despite the plot inferring that it was?
Math
First Grade
MATH-1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Suggested Lesson
Survey students each day for a period of time. Find out if they remember having a dream the night before. Chart the answer over this selected period of time. Discuss the results. If it seems appropriate, consider creating categories for dreams: dreams that were in color, dreams with animals, dreams that happened at home, dreams that happened at school, dreams that involved friends, etc. Use caution about discussing the actual contents of dreams.
Third Grade
Math-3.MD.A.1
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. (Students may use tool such as clocks, number line diagrams, and tables to solve problems involving time intervals.)
Suggested Lesson
As a daily activity over the course of learning about sleep, have students record the time they go to bed and the time they get up the next morning and determine how long they slept as an interval of time. Keep a chart and discuss how much time they need to sleep each night and compare that to their actual time. Discuss sleep as a health factor.
Sixth Grade
Math-6.RP.A.3.a
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 ratio tables of health related activities (such as a full night's sleep, appropriate calorie intake, eating low-sugar foods, personal reading time each day, exercising, spending time outdoors, etc.) and a person's rating of a successful day. Determine if there is a relationship.
Science
Kindergarten
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 have a variety of needs in order to live and grow.
First Grade
Earth and Space Sciences: 1-ESS-1.1
Use observations of the sun, moon, and stars to describe patterns that can be predicted.
Supporting Content
Examples of patterns could include that the sun appears to rise in one part of the sky, move across the sky, and set, resulting in day and night.
Life Sciences 1-LS-1.2
Obtain information to identify patterns of behavior in parents and offspring that help offspring survive.
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. Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).
Fourth Grade
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.
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.
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. 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.