K-8 Idaho Science Standards | Generation Genius Videos & Lessons
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# Idaho Standards Alignment

## We Cover 98% of the Saskatchewan Curriculum.

Science Lessons Math Lessons
Generation Genius LessonStateStandards DocumentGradeState IDPerformamce ExpectationsSort
Pushes and Pulls; IDContent StandardsKindergartenPS1-K-1Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.1
Pushes and Pulls; IDContent StandardsKindergartenPS1-K-2Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.1
Sunlight Warms the Earth; IDContent StandardsKindergartenPS2-K-1Make observations to determine the effect of sunlight on Earth’s surface.1
Sunlight Warms the Earth; IDContent StandardsKindergartenPS2-K-2Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.1
Plants Need Water And Light; Animals Need Food; Living vs. Non-LivingIDContent StandardsKindergartenLS1-K-1Use observations to describe patterns of what plants and animals (including humans) need to survive.1
Living vs. Non-Living Things; IDContent StandardsKindergartenLS1-K-2Use classification supported by evidence to differentiate between living and non-living items.1
Introduction to Weather; Four Seasons and Day Length; IDContent StandardsKindergartenESS1-K-1Use and share observations of local weather conditions to describe patterns over time, which includes the 4 seasons.1
Living Things Change Their Environment; IDContent StandardsKindergartenESS1-K-2Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.1
Habitats; IDContent StandardsKindergartenESS2-K-1Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.1
Introduction to Weather; IDContent StandardsKindergartenESS2-K-2Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.1
Reducing Our Impact on Earth; Natural Resources; IDContent StandardsKindergartenESS2-K-3Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.1
Introduction to Sound; IDContent Standards1st GradePS1-1-1Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.1
Introduction to Light; IDContent Standards1st GradePS1-1-2Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.1
Introduction to Light; IDContent Standards1st GradePS1-1-3Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.1
Communication Over Distances; IDContent Standards1st GradePS1-1-4Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.1
Inspired by Nature (Biomimicry); IDContent Standards1st GradeLS1-1-1Use materials to design 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.1
Animals Help Their Babies Survive; IDContent Standards1st GradeLS1-1-2Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.1
Animal & Plant Life Cycles;IDContent Standards1st GradeLS1-1-3Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.1
Introduction to Traits; IDContent Standards1st GradeLS2-1-1Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.1
Patterns in the Sky; IDContent Standards1st GradeESS1-1-1Use observations of the sun, moon, and stars to describe patterns that can be predicted.1
Four Seasons and Day Length; IDContent Standards1st GradeESS1-1-2Make observations at different times of year to relate the amount of daylight to the time of year.1
Classification of Materials; Material Properties and Purposes; Solids, Liquids and Gases; IDContent Standards2nd GradePS1-2-1Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.1
Material Properties and Purposes; IDContent Standards2nd GradePS1-2-2Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.1
What is Engineering?; IDContent Standards2nd GradePS1-2-3Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.1
Heating and Cooling; IDContent Standards2nd GradePS1-2-4Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.1
Plant Growth Conditions; IDContent Standards2nd GradeLS1-2-1Plan and conduct an investigation to determine if plants need sunlight and water to grow.1
Pollination and Seed Dispersal; IDContent Standards2nd GradeLS1-2-2Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.1
Biodiversity of Life on Earth; IDContent Standards2nd GradeLS2-2-1Make observations of plants and animals to compare the diversity of life in different habitats.1
Timescale of Earth's Events; IDContent Standards2nd GradeESS1-2-1Use information from several sources to provide evidence that Earth events can occur quickly or slowly.1
Changing the Shape of Land; IDContent Standards2nd GradeESS2-2-1Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.1
Maps of Landforms; IDContent Standards2nd GradeESS2-2-2Develop a model to represent the shapes and kinds of land and bodies of water in an area.1
Oceans, Lakes and Rivers; IDContent Standards2nd GradeESS2-2-3Obtain information to identify where water is found on Earth and that it can be solid, liquid or gas.1
Balanced & Unbalanced Forces; IDContent Standards3rd GradePS1-3-1Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.2
Patterns of Motion & Friction;IDContent Standards3rd GradePS1-3-2Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.2
Magnets & Static Electricity;IDContent Standards3rd GradePS1-3-3Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.2
Magnets & Static Electricity; IDContent Standards3rd GradePS1-3-4Define a simple design problem that can be solved by applying scientific ideas about magnets.2
Animal Group Behavior; IDContent Standards3rd GradeLS1-3-1Construct an argument that some animals form groups that help members survive.2
Variation of Traits; IDContent Standards3rd GradeLS2-3-1Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.2
Variation of Traits; IDContent Standards3rd GradeLS2-3-2Use evidence to support the explanation that traits can be influenced by the environment.2
Weather vs. Climate; IDContent Standards3rd GradeESS1-3-1Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.2
Weather vs. Climate; IDContent Standards3rd GradeESS1-3-2Obtain and combine information to describe climates in different regions of the world.2
Extreme Weather Solutions;IDContent Standards3rd GradeESS2-3-1Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.2
Collisions; IDContent Standards4th GradePS1-4-1Use evidence to construct an explanation relating the speed of an object to the energy of that object.2
Energy Transfer;IDContent Standards4th GradePS1-4-2Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.2
Collisions;IDContent Standards4th GradePS1-4-3Ask questions and predict outcomes about the changes in energy that occur when objects collide.2
Energy Transfer; IDContent Standards4th GradePS1-4-4Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.2
Wave Properties;IDContent Standards4th GradePS2-4-1Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.2
Light Reflection & Vision; IDContent Standards4th GradePS2-4-2Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.2
Information Transfer; IDContent Standards4th GradePS2-4-3Generate and compare multiple solutions that use patterns to transfer information.2
Structure of Living Things;IDContent Standards4th GradeLS1-4-1Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.2
Brain Processing of Senses;IDContent Standards4th GradeLS1-4-2Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.2
Food Webs;IDContent Standards4th GradeLS2-4-1Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.2
Earth's Landscapes; IDContent Standards4th GradeESS1-4-1Identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for changes in a landscape over time.2
Weathering & Erosion;IDContent Standards4th GradeESS2-4-1Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.2
Natural Disasters; Maps (K-2 Series)IDContent Standards4th GradeESS2-4-2Analyze and interpret data from maps to describe patterns of Earth’s features.2
Renewable vs. Nonrenewable Resources; IDContent Standards4th GradeESS3-4-1Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.2
Extreme Weather Solutions;IDContent Standards4th GradeESS3-4-2Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.2
Particle Nature of Matter;IDContent Standards5th GradePS1-5-1Develop a model to describe that matter is made of particles too small to be seen.2
Conservation of Matter; IDContent Standards5th GradePS1-5-2Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.2
Properties of Matter; IDContent Standards5th GradePS1-5-3Make observations and measurements to identify materials based on their properties.2
Chemical vs. Physical Changes; IDContent Standards5th GradePS1-5-4Conduct an investigation to determine whether the mixing of two or more substances results in new substances.2
Gravity Pulls Things Down (K-2 Series)IDContent Standards5th GradePS2-5-1Support an argument that the gravitational force exerted by Earth on objects is directed down.2
How Do We Use Food; Food Webs; IDContent Standards5th GradePS3-5-1Use 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.2
How Do We Use Food;IDContent Standards5th GradeLS1-5-1Support an argument that plants get the materials they need for growth chiefly from air and water.2
Fossils & Extinction; IDContent Standards5th GradeLS2-5-1Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.2
Variation of Traits; IDContent Standards5th GradeLS2-5-2Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.2
Adaptations and the Environment; IDContent Standards5th GradeLS2-5-3Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.2
Ecosystems; IDContent Standards5th GradeLS2-5-4Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.2
Sun and Other Stars;IDContent Standards5th GradeESS1-5-1Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth.2
Earth’s Orbit and Rotation; IDContent Standards5th GradeESS1-5-2Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.2
Interactions of Earth’s Spheres;IDContent Standards5th GradeESS2-5-1Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.2
Water Quality & Distribution; IDContent Standards5th GradeESS2-5-2Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.2
Water Quality & Distribution; Interactions of Earth’s Spheres; Ecosystems; IDContent Standards5th GradeESS3-5-1Support, obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.2
Atoms & Molecules; IDContent StandardsMiddle SchoolPS1-MS-1Develop models to describe the atomic composition of simple molecules and extended structures.
Chemical Reactions; IDContent StandardsMiddle SchoolPS1-MS-2Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Synthetic Materials; IDContent StandardsMiddle SchoolPS1-MS-3Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
Intro to Thermal Energy; IDContent StandardsMiddle SchoolPS1-MS-4Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
Chemical Reactions; IDContent StandardsMiddle SchoolPS1-MS-5Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
Intro to Thermal Energy; IDContent StandardsMiddle SchoolPS1-MS-6Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
Newton’s Laws of Motion; IDContent StandardsMiddle SchoolPS2-MS-1Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
Newton’s Laws of Motion; IDContent StandardsMiddle SchoolPS2-MS-2Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Electric & Magnetic Fields; IDContent StandardsMiddle SchoolPS2-MS-3Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
Gravitational Forces Between Objects; IDContent StandardsMiddle SchoolPS2-MS-4Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
Electric & Magnetic Fields; IDContent StandardsMiddle SchoolPS2-MS-5Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
Potential vs. Kinetic Energy; IDContent StandardsMiddle SchoolPS3-MS-1Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
Potential vs. Kinetic Energy; IDContent StandardsMiddle SchoolPS3-MS-2Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Heat: Transfer of Thermal Energy; IDContent StandardsMiddle SchoolPS3-MS-3Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
Heat: Transfer of Thermal Energy; IDContent StandardsMiddle SchoolPS3-MS-4Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
Potential vs. Kinetic Energy; IDContent StandardsMiddle SchoolPS3-MS-5Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
Wave Reflection, Absorption & Transmittance; IDContent StandardsMiddle SchoolPS4-MS-1Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
Wave Reflection, Absorption & Transmittance; IDContent StandardsMiddle SchoolPS4-MS-2Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Digital vs. Analog Signals; IDContent StandardsMiddle SchoolPS4-MS-3Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
Plant & Animal Cells; IDContent StandardsMiddle SchoolMS-LS1-1Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Plant & Animal Cells; IDContent StandardsMiddle SchoolMS-LS1-2Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Multicellular Organisms;IDContent StandardsMiddle SchoolMS-LS1-3Use argument supported by evidence for how a living organism is a system of interacting subsystems composed of groups of cells.
IDContent StandardsMiddle SchoolMS-LS1-4Construct a scientific argument based on evidence to defend a claim of life for a specific object or organism.
Photosynthesis & Respiration; IDContent StandardsMiddle SchoolMS-LS1-5Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Food Webs: Cycling of Matter & Flow of Energy; IDContent StandardsMiddle SchoolMS-LS1-6Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Competition in Ecosystems; IDContent StandardsMiddle SchoolLS2-MS-1Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Symbiosis (Interactions Between Organisms); IDContent StandardsMiddle SchoolLS2-MS-2Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
Food Webs: Cycling of Matter & Flow of Energy; IDContent StandardsMiddle SchoolLS2-MS-3Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Food Webs: Cycling of Matter & Flow of Energy; IDContent StandardsMiddle SchoolLS2-MS-4Develop a model to describe the flow of energy through the trophic levels of an ecosystem.
Competition in Ecosystems; IDContent StandardsMiddle SchoolLS2-MS-5Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Maintaining Biodiversity; IDContent StandardsMiddle SchoolLS2-MS-6Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Genes & Mutations; IDContent StandardsMiddle SchoolLS3-MS-1Develop and use a model to describe why mutations may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
Reproduction of Living Things; IDContent StandardsMiddle SchoolLS3-MS-2Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
The Fossil Record; IDContent StandardsMiddle SchoolLS4-MS-1Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
Comparative Anatomy;IDContent StandardsMiddle SchoolLS4-MS-2Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer relationships.
Comparative Anatomy; Classification of Living Things;IDContent StandardsMiddle SchoolLS4-MS-3Analyze displays of pictorial data to compare patterns of similarities in the anatomical structures across multiple species of similar classification levels to identify relationships.
Natural Selection; IDContent StandardsMiddle SchoolLS4-MS-4Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
Biotechnology; IDContent StandardsMiddle SchoolLS4-MS-5Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Natural Selection; IDContent StandardsMiddle SchoolLS4-MS-6Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Solar & Lunar Eclipses; IDContent StandardsMiddle SchoolESS1-MS-1Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
The Solar System; IDContent StandardsMiddle SchoolESS1-MS-2Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
The Solar System; IDContent StandardsMiddle SchoolESS1-MS-3Analyze and interpret data to determine scale properties of objects in the solar system.
Rock Layers (Geologic Time); IDContent StandardsMiddle SchoolESS1-MS-4Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s history.
Rocks & Minerals (Including Rock Cycle); IDContent StandardsMiddle SchoolESS2-MS-1Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Tectonic Plates; IDContent StandardsMiddle SchoolESS2-MS-2Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
Tectonic Plates; IDContent StandardsMiddle SchoolESS2-MS-3Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Water Cycle (6-8 Version); IDContent StandardsMiddle SchoolESS2-MS-4Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
Air Masses & Weather Fronts; IDContent StandardsMiddle SchoolESS2-MS-5Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
Climate Zones & Ocean Currents; IDContent StandardsMiddle SchoolESS2-MS-6Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
Natural Resource Distribution; IDContent StandardsMiddle SchoolESS3-MS-1Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
Predicting Natural Disasters; IDContent StandardsMiddle SchoolESS3-MS-2Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Human Impacts on the Environment; IDContent StandardsMiddle SchoolESS3-MS-3Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Human Impacts on the Environment; IDContent StandardsMiddle SchoolESS3-MS-4Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
Intro to Climate Change;IDContent StandardsMiddle SchoolESS3-MS-5Ask questions to interpret evidence of the factors that cause climate variability over time.
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