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.RI.2.5 [CCSS page]
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Read a detailed book about dinosaurs such as National Geographic Little Kids First Big Book of Dinosaurs. Identify parts of the story — titles, subtitles, sidebars, key words, etc.
CCSS.ELA-Literacy.W.5.7 [CCSS page]
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Pick a dinosaur to research. Create an oral presentation and a diorama to share orally with your class.
CCSS.ELA-Literacy.RI.5.9 [CCSS page]
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Name three reasons that dinosaurs would have a hard time living in this time period. Cite specific reasons from reading materials.
CCSS.Math.Content.K.OA.A.2 [CCSS page]
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Using dinosaur shaped gummies, crackers or cookies, perform simple math calculations of adding and subtracting.
CCSS.Math.Content.1.MD.A.1 [CCSS page]
Order three objects by length; compare the lengths of two objects indirectly by using a third object.
Hand out teacher-created pictures of various dinosaurs to scale. Have students "order" the size of the beasts. Create a "to scale" human to compare. Be sure to impress upon students that dinosaurs did not exist at the same time as humans.
CCSS.Math.Content.2.OA.C.3 [CCSS page]
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
Using dinosaur-shaped gummies, crackers or cookies, count the food items, then pair them up to determine if they are odd or even.
CCSS.Math.Content.4.OA.C.5 [CCSS page]
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Using word or some other clipart source, students create a pattern worksheet using dinosaur shapes. Make an answer key for the next three shapes in the pattern. Share with a younger student (like a 2nd grader) and have them solve it. See example here.
Earth and Space Sciences: ESS1-2-1 [ICS page]
Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe.
Life Sciences: LS1-3-1 [ICS page]
Construct an argument that some animals form groups that help members survive.
Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.
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. They have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.
Earth and Space Structures: 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 changes in a landscape over time.
Local, regional, and global patterns of rock formations reveal changes over time due to earth or other forces. The presence and location of certain fossil types indicate the order in which rock layers were formed.
Life Sciences: LS2-5-1 [ICS page]
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
Some kinds of plants and animals that once lived on Earth are no longer found anywhere. Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments. Examples of data could include type, size, and distributions of fossil organisms.
Life Sciences: LS2-5-3 [ICS page]
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
Examples of evidence could include needs and characteristics of the organisms and habitats involved.
Life Sciences: LS2-5-4 [ICS page]
Make 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.
Populations live in a variety of habitats, and change in those habitats affects the organisms living there. When the environment changes in ways that affect a place's physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die.
Sixth Grade/Middle School
Life Sciences: LS2-MS-5 [ICS page]
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
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.
The collection of fossils and their placement in chronological order is known as the fossil record and documents the change of many life forms throughout the history of the Earth.
Life Sciences: LS4-MS-2 [ICS page]
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.
Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record enable the classification of living things.
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. Analyses of rock strata and the fossil record provide relative dates, not an absolute scale. 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. Examples of Earth's major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation the evolution or extinction of particular living organisms.