Natural Gas: Safety and Science
Idaho| Subject | Grade Levels | Broad Standard Reference | Specific Standard Code | Specific Standard Name | Specific Wording of Standard |
|---|---|---|---|---|---|
| ELA | 4 | Reading Comprehension | 4.RC-3 | Textual Evidence | Refer to details and examples in grade-level texts when explaining what texts say explicitly and when drawing inferences from texts. |
| ELA | 4 | Reading Comprehension | 4-RC-6a | Non-fiction Text | Determine the central ideas of texts and explain how they are supported by key details; summarize texts. |
| ELA | 4 | Vocabulary Development | 4.VD-1 | Academic Vocabulary | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level content, choosing flexibly from a range of strategies . . . |
| ELA | 4 | Oral and Digital Communications | 4.ODC-1 | Oral Communications | Engage in collaborative discussions about grade-level topics and texts with peers by carrying out assigned roles; making comments that build on and link to others’ remarks; clarifying or following up on information; and reviewing key ideas expressed and explaining one’s understanding. |
| ELA | 5 | Reading Comprehension | 5.RC-6 | Non-fiction Text | Use evidence from nonfiction works to demonstrate understanding of grade-level texts. |
| ELA | 5 | Vocabulary Development | 5.VD-1 | Academic Vocabulary | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level content, choosing flexibly from a range of strategies. |
| ELA | 5 | Oral and Digital Communications | 5.ODC-1 | Oral Communications | Engage in collaborative discussions about grade-level topics and texts with peers by carrying out assigned roles; making comments and posing and responding to questions that contribute to the discussion and elaborate on others’ remarks; and reviewing key ideas expressed and drawing conclusions considering the discussion. |
| ELA | 6 | Vocabulary Development | 6.VD-1 | Academic Vocabulary | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level content, choosing flexibly from a range of strategies. |
| ELA | 6 | Oral and Digital Communications | 6.ODC-4 | Oral Communications | Report orally on a topic or text or present an argument, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use adequate volume and clear pronunciation. |
| Science | 4 | Earth and Space Sciences | 4-ESS-1.1 | Earth's Place in the Universe | 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. |
| Science | 4 | Earth and Space Sciences | 4-ESS-3.1 | Earth and Human Activity | Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| Science | 5 | Physical Science | 5-PS-1.1 | Matter and Its Interactions | Develop a model to describe that matter is made of particles too small to be seen. |
| Science | 5 | Physical Science | 5-PS-1.3 | Matter and Its Interactions | Make observations and measurements to identify materials based on their properties. |
| Health | 3-5 | Injury Prevention and Safety | Unintentional and intentional injuries rank among the greatest threats to the health of youth. Instruction includes prevention through safe living skills and choices, violence prevention, and emergency response and preparedness. Understanding of the consequences of one’s decisions will help prevent many injuries |
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| Health | 3-5 | Interpersonal Communication | 1.1 | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. | |
| Health | 3-5 | Practice Healthy Behavior | 3-5.H.7.1.3 | Demonstrate a variety of behaviors that avoid or reduce health risks. | |
| Health | 6-8 | Injury Prevention and Safety | 1.1 | Unintentional and intentional injuries rank among the greatest threats to the health of adolescents and adults. Instruction includes prevention through safe living skills and choices, violence prevention, and emergency response and preparedness. Understanding of the consequences of one’s decisions will help to prevent many injuries. Adolescents need to be aware they are responsible for their own safety and the safety of others. |
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| Health | 6-8 | Interpersonal Communication | 1.1 | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
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| Health | 6-8 | Practice Healthy Behavior | 6-8.H.7.1.3 | Demonstrate behaviors that avoid or reduce health risks to self and others. avoid or reduce health risks. |