Idaho Common Core State Standards
Here are correlations to the National Common Core Language and Math standards and to the Idaho State Science Standards. If you'd like, you may go directly to the Idaho science standards for this topic. For more information about the overall standards, see the complete Idaho Content Standards for Science, the Next Generation Science Standards, the Common Core Language standards, or the Common Core Math standards.
CCSS.ELA-Literacy.W.K.2 [CCSS page]
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Show students a picture regarding witness information (as described on Science Trek's CSI Facts page) and have them write about what they saw in the picture. Have them describe details about the scene. When they have finished writing, reexamine the picture and talk about how accurate their descriptions were.
CCSS.ELA-Literacy.W.1.3 [CCSS page]
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Have a teacher or other staff member interrupt the classroom with some type of confusion. Include something that is sure to get many students' attention, such as yelling or a whistle being blown. Then the intruding teacher should leave the room. Following this event, have students act as witnesses to the event and write about it. When students have completed their writing, repeat the interruption exactly, and compare what they wrote to the event that took place. Discuss the experience of being a witness and why some information gets missed.
CCSS.ELA-Literacy.W.3.3 [CCSS page]
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Stage a fake crime in your classroom, lunchroom, gym or other place that can be witnessed by your class. Following this event, have students write about what they witnessed. When students have completed their writing, compare what they wrote to the event that took place. Discuss the experience of being a witness and why some information gets missed.
CCSS.Math.Content.2.G.A.1 [CCSS page]
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Recognizing that shadows cast by a criminal or by a piece of evidence can help to identify its shape, play with the shadows of various 3D shapes to see if any of them produce the same shadow, even when they are not the same shape.
CCSS.Math.Content.3.MD.A.1 [CCSS page]
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, e.g., by representing the problem on a number line diagram.
In order to weed out fact from fiction, investigators often have to use logic to reconstruct the events as described by witnesses and suspects. Use your skills in telling time to find out who was really where in this puzzle (PDF).
CCSS.Math.Content.5.NF.B.3 [CCSS page]
Interpret a fraction as division of the numerator by the denominator (a/b = a Ã· b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
The length of a person's foot can identify their height. Try this measurement activity to solve which footprints belong to whom. Head over to Kids Ahead for instructions and resources.
Life Sciences: LS2-3-1 [ICS page]
Analyze 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.
Many characteristics of organisms are inherited. Different organisms vary in how they look and function because they have different inherited information.
Earth & Space Sciences: ESS1-4-1 [ICS page]
Identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for those changes.
Local, regional, and global patterns of rock formations reveal changes over time due to earth forces. The presence and location of certain fossil types indicate the order in which rock layers were formed.
Life Sciences: LS1-4-1 [ICS page]
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
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.
Physical Sciences: PS1-5-1 [ICS page]
Develop a model to describe that matter is made of particles too small to be seen
Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means.
Physical Sciences: PS1-5-3 [ICS page]
Make observations and measurements to identify materials based on their properties.
Measurements of a variety of properties can be used to identify materials.
Sixth Grade/Middle School
Life Sciences: LS1-MS-3 [ICS page]
Use argument supported by evidence for how a living organism is a system of interacting subsystems composed of groups of cells.
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.
Life Sciences: LS3-MS-1 [ICS page]
Develop and use a model to describe why mutations may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
Genes are located chiefly in the chromosomes of the cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turns affects the traits of the individual.
Life Sciences: LS3-MS-2 [ICS page]
Develop 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.
Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited.
Life Sciences: LS4-MS-1 [ICS page]
Analyze 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.
Emphasis is on finding patterns of changes in the level of complexity and the chronological order of fossil appearance in the rock layers.
Earth and Space Sciences: ESS1-MS-4 [ICS page]
Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's history.
The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth's history.
Physical Sciences: PS1-MS-2 [ICS page]
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Each pure substance has characteristic physical and chemical properties that can be used to identify it. Substances react chemically in characteristic ways.