{ "catalogVersion": "pip-g5-2026-09-v1", "reviewStatus": "Human educator review pending", "scope": "800 supplemental activities; coverage is partial. Completion levels are game progress, not standards mastery.", "pilot": "Four first-try independent successes in five varied checks over two sessions. Product hypothesis, not an Idaho cutoff. Review separately for each skill; never automatically grade creative work or real-world behavior.", "skills": [ { "name": "Decode unfamiliar multisyllable words with morphology", "standard": "5.FR-PH.3", "demo": [ "Recognize parts, then check context", "Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence." ], "prerequisites": [], "id": "g5.reading.decode", "grade": 5, "subject": "g5-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.reading.decode-transcontinental.v1", "prompt": "Read transcontinental in and out of a sentence. Explain a decoding strategy.", "stimulus": "transcontinental", "hint": "Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.", "demonstration": [ "Recognize parts, then check context", "Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence." ], "type": "work", "variantKey": "g5:reading:decode-transcontinental", "completionId": "0-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.decode-misinterpretation.v1", "prompt": "Read misinterpretation in and out of a sentence. Explain a decoding strategy.", "stimulus": "misinterpretation", "hint": "Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.", "demonstration": [ "Recognize parts, then check context", "Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence." ], "type": "work", "variantKey": "g5:reading:decode-misinterpretation", "completionId": "6-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.decode-interdependent.v1", "prompt": "Read interdependent in and out of a sentence. Explain a decoding strategy.", "stimulus": "interdependent", "hint": "Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.", "demonstration": [ "Recognize parts, then check context", "Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence." ], "type": "work", "variantKey": "g5:reading:decode-interdependent", "completionId": "12-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.decode-unpredictability.v1", "prompt": "Read unpredictability in and out of a sentence. Explain a decoding strategy.", "stimulus": "unpredictability", "hint": "Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.", "demonstration": [ "Recognize parts, then check context", "Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence." ], "type": "work", "variantKey": "g5:reading:decode-unpredictability", "completionId": "18-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.decode-reconsideration.v1", "prompt": "Read reconsideration in and out of a sentence. Explain a decoding strategy.", "stimulus": "reconsideration", "hint": "Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.", "demonstration": [ "Recognize parts, then check context", "Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence." ], "type": "work", "variantKey": "g5:reading:decode-reconsideration", "completionId": "24-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.decode-photosynthesis.v1", "prompt": "Read photosynthesis in and out of a sentence. Explain a decoding strategy.", "stimulus": "photosynthesis", "hint": "Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.", "demonstration": [ "Recognize parts, then check context", "Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence." ], "type": "work", "variantKey": "g5:reading:decode-photosynthesis", "completionId": "30-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.decode-archaeologist.v1", "prompt": "Read archaeologist in and out of a sentence. Explain a decoding strategy.", "stimulus": "archaeologist", "hint": "Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.", "demonstration": [ "Recognize parts, then check context", "Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence." ], "type": "work", "variantKey": "g5:reading:decode-archaeologist", "completionId": "35-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.decode-autobiographical.v1", "prompt": "Read autobiographical in and out of a sentence. Explain a decoding strategy.", "stimulus": "autobiographical", "hint": "Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.", "demonstration": [ "Recognize parts, then check context", "Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence." ], "type": "work", "variantKey": "g5:reading:decode-autobiographical", "completionId": "40-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.decode-miscommunication.v1", "prompt": "Read miscommunication in and out of a sentence. Explain a decoding strategy.", "stimulus": "miscommunication", "hint": "Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.", "demonstration": [ "Recognize parts, then check context", "Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence." ], "type": "work", "variantKey": "g5:reading:decode-miscommunication", "completionId": "45-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.decode-transportation.v1", "prompt": "Read transportation in and out of a sentence. Explain a decoding strategy.", "stimulus": "transportation", "hint": "Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.", "demonstration": [ "Recognize parts, then check context", "Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence." ], "type": "work", "variantKey": "g5:reading:decode-transportation", "completionId": "50-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.decode-indistinguishable.v1", "prompt": "Read indistinguishable in and out of a sentence. Explain a decoding strategy.", "stimulus": "indistinguishable", "hint": "Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.", "demonstration": [ "Recognize parts, then check context", "Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence." ], "type": "work", "variantKey": "g5:reading:decode-indistinguishable", "completionId": "55-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.decode-uncharacteristic.v1", "prompt": "Read uncharacteristic in and out of a sentence. Explain a decoding strategy.", "stimulus": "uncharacteristic", "hint": "Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.", "demonstration": [ "Recognize parts, then check context", "Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence." ], "type": "work", "variantKey": "g5:reading:decode-uncharacteristic", "completionId": "58-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.decode-reconstruction.v1", "prompt": "Read reconstruction in and out of a sentence. Explain a decoding strategy.", "stimulus": "reconstruction", "hint": "Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.", "demonstration": [ "Recognize parts, then check context", "Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence." ], "type": "work", "variantKey": "g5:reading:decode-reconstruction", "completionId": "61-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.decode-geographical.v1", "prompt": "Read geographical in and out of a sentence. Explain a decoding strategy.", "stimulus": "geographical", "hint": "Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.", "demonstration": [ "Recognize parts, then check context", "Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence." ], "type": "work", "variantKey": "g5:reading:decode-geographical", "completionId": "64-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.decode-disproportionate.v1", "prompt": "Read disproportionate in and out of a sentence. Explain a decoding strategy.", "stimulus": "disproportionate", "hint": "Use sounds, syllables, roots, and affixes together. Ask a grown-up to listen, then check pronunciation and meaning in a reference. No recording is needed.", "demonstration": [ "Recognize parts, then check context", "Pip notices trans means across, blends the parts of transcontinental, and checks the meaning in the sentence." ], "type": "work", "variantKey": "g5:reading:decode-disproportionate", "completionId": "67-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use context, roots and references for precise meaning", "standard": "5.VD-WB.1a–c; 5.VD-AV.3", "demo": [ "Choose the meaning that fits", "Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time." ], "prerequisites": [], "id": "g5.reading.vocabulary", "grade": 5, "subject": "g5-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.reading.meaning-0.v1", "prompt": "The committee reached a consensus: everyone could support the final plan. What does consensus mean?", "answer": "an agreement", "options": [ { "label": "an agreement" }, { "label": "a measurement" }, { "label": "an interruption" } ], "hint": "Use context and the job of the word; consult a reference when needed.", "demonstration": [ "Choose the meaning that fits", "Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time." ], "type": "choice", "variantKey": "g5:reading:meaning-0", "completionId": "1-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.meaning-1.v1", "prompt": "The observations contradicted the prediction; the result was the opposite of what we expected. Contradicted means…", "answer": "conflicted with", "options": [ { "label": "conflicted with" }, { "label": "copied exactly" }, { "label": "made easier" } ], "hint": "Use context and the job of the word; consult a reference when needed.", "demonstration": [ "Choose the meaning that fits", "Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time." ], "type": "choice", "variantKey": "g5:reading:meaning-1", "completionId": "7-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.meaning-2.v1", "prompt": "The fragile specimen needed careful handling. Fragile most likely means…", "answer": "easily damaged", "options": [ { "label": "easily damaged" }, { "label": "very ancient" }, { "label": "hard to find" } ], "hint": "Use context and the job of the word; consult a reference when needed.", "demonstration": [ "Choose the meaning that fits", "Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time." ], "type": "choice", "variantKey": "g5:reading:meaning-2", "completionId": "13-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.meaning-3.v1", "prompt": "The current carried the leaf downstream. Which meaning of current fits?", "answer": "flowing water", "options": [ { "label": "flowing water" }, { "label": "the present time" }, { "label": "an electrical device" } ], "hint": "Use context and the job of the word; consult a reference when needed.", "demonstration": [ "Choose the meaning that fits", "Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time." ], "type": "choice", "variantKey": "g5:reading:meaning-3", "completionId": "19-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.meaning-4.v1", "prompt": "The explanation was plausible, but we needed more evidence. Plausible means…", "answer": "reasonable enough to consider", "options": [ { "label": "reasonable enough to consider" }, { "label": "certainly proven" }, { "label": "impossible" } ], "hint": "Use context and the job of the word; consult a reference when needed.", "demonstration": [ "Choose the meaning that fits", "Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time." ], "type": "choice", "variantKey": "g5:reading:meaning-4", "completionId": "25-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.meaning-5.v1", "prompt": "The root geo relates to Earth. Which focus fits geology?", "answer": "Earth’s materials and history", "options": [ { "label": "Earth’s materials and history" }, { "label": "the rules of music" }, { "label": "the study of handwriting" } ], "hint": "Use context and the job of the word; consult a reference when needed.", "demonstration": [ "Choose the meaning that fits", "Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time." ], "type": "choice", "variantKey": "g5:reading:meaning-5", "completionId": "31-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.meaning-6.v1", "prompt": "The prefix inter means between or among. What does interdependent suggest?", "answer": "depending on one another", "options": [ { "label": "depending on one another" }, { "label": "working without connections" }, { "label": "having no needs" } ], "hint": "Use context and the job of the word; consult a reference when needed.", "demonstration": [ "Choose the meaning that fits", "Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time." ], "type": "choice", "variantKey": "g5:reading:meaning-6", "completionId": "36-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.meaning-7.v1", "prompt": "The prefix auto means self. What is an autobiography?", "answer": "a person’s account of their own life", "options": [ { "label": "a person’s account of their own life" }, { "label": "a story written by an unknown author" }, { "label": "a book about vehicles" } ], "hint": "Use context and the job of the word; consult a reference when needed.", "demonstration": [ "Choose the meaning that fits", "Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time." ], "type": "choice", "variantKey": "g5:reading:meaning-7", "completionId": "41-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.meaning-8.v1", "prompt": "“The test changed two conditions; therefore, we could not isolate one cause.” What relationship does therefore signal?", "answer": "a result of the previous idea", "options": [ { "label": "a result of the previous idea" }, { "label": "an unrelated example" }, { "label": "a change of speaker" } ], "hint": "Use context and the job of the word; consult a reference when needed.", "demonstration": [ "Choose the meaning that fits", "Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time." ], "type": "choice", "variantKey": "g5:reading:meaning-8", "completionId": "46-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.meaning-9.v1", "prompt": "Which reference is most useful for choosing between two related words with different shades of meaning?", "answer": "a thesaurus used alongside definitions and context", "options": [ { "label": "a thesaurus used alongside definitions and context" }, { "label": "a calendar alone" }, { "label": "an unlabeled map" } ], "hint": "Use context and the job of the word; consult a reference when needed.", "demonstration": [ "Choose the meaning that fits", "Pip compares two dictionary meanings of current and uses the surrounding sentence to choose between moving water and the present time." ], "type": "choice", "variantKey": "g5:reading:meaning-9", "completionId": "51-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Interpret figurative language and shades of meaning", "standard": "5.VD-WB.2a–b", "demo": [ "Literal words, intended meaning", "Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure." ], "prerequisites": [], "id": "g5.reading.language", "grade": 5, "subject": "g5-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.reading.language-0.v1", "prompt": "“Her explanation was a lantern in the confusing debate.” What does the metaphor suggest?", "answer": "It helped people understand.", "options": [ { "label": "It helped people understand." }, { "label": "It produced real fire." }, { "label": "It ended every disagreement." } ], "hint": "Connect the comparison or word choice to the situation, not only its literal meaning.", "demonstration": [ "Literal words, intended meaning", "Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure." ], "type": "choice", "variantKey": "g5:reading:language-0", "completionId": "2-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.language-1.v1", "prompt": "“The idea spread like ripples across a pond.” What does the simile emphasize?", "answer": "an effect reaching outward", "options": [ { "label": "an effect reaching outward" }, { "label": "an idea becoming wet" }, { "label": "a complete lack of movement" } ], "hint": "Connect the comparison or word choice to the situation, not only its literal meaning.", "demonstration": [ "Literal words, intended meaning", "Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure." ], "type": "choice", "variantKey": "g5:reading:language-1", "completionId": "8-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.language-2.v1", "prompt": "“The old floor groaned beneath the dancers.” What is personified?", "answer": "the floor", "options": [ { "label": "the floor" }, { "label": "the dancers" }, { "label": "the audience’s chairs" } ], "hint": "Connect the comparison or word choice to the situation, not only its literal meaning.", "demonstration": [ "Literal words, intended meaning", "Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure." ], "type": "choice", "variantKey": "g5:reading:language-2", "completionId": "14-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.language-3.v1", "prompt": "“His confidence was a paper boat in a storm.” What is suggested?", "answer": "His confidence felt easily shaken.", "options": [ { "label": "His confidence felt easily shaken." }, { "label": "He was building a strong ship." }, { "label": "He enjoyed every storm." } ], "hint": "Connect the comparison or word choice to the situation, not only its literal meaning.", "demonstration": [ "Literal words, intended meaning", "Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure." ], "type": "choice", "variantKey": "g5:reading:language-3", "completionId": "20-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.language-4.v1", "prompt": "“The library was an ocean of possibilities.” What does the metaphor emphasize?", "answer": "many opportunities to explore", "options": [ { "label": "many opportunities to explore" }, { "label": "a room full of salt water" }, { "label": "only books about fish" } ], "hint": "Connect the comparison or word choice to the situation, not only its literal meaning.", "demonstration": [ "Literal words, intended meaning", "Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure." ], "type": "choice", "variantKey": "g5:reading:language-4", "completionId": "26-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.language-5.v1", "prompt": "Which word suggests a more reluctant way of speaking than said?", "answer": "muttered", "options": [ { "label": "muttered" }, { "label": "announced" }, { "label": "proclaimed" } ], "hint": "Connect the comparison or word choice to the situation, not only its literal meaning.", "demonstration": [ "Literal words, intended meaning", "Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure." ], "type": "choice", "variantKey": "g5:reading:language-5", "completionId": "32-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.language-6.v1", "prompt": "Which word suggests careful thought rather than a quick look?", "answer": "examined", "options": [ { "label": "examined" }, { "label": "glanced" }, { "label": "peeked" } ], "hint": "Connect the comparison or word choice to the situation, not only its literal meaning.", "demonstration": [ "Literal words, intended meaning", "Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure." ], "type": "choice", "variantKey": "g5:reading:language-6", "completionId": "37-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.language-7.v1", "prompt": "Which word conveys stronger disagreement than questioned?", "answer": "objected", "options": [ { "label": "objected" }, { "label": "noticed" }, { "label": "wondered" } ], "hint": "Connect the comparison or word choice to the situation, not only its literal meaning.", "demonstration": [ "Literal words, intended meaning", "Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure." ], "type": "choice", "variantKey": "g5:reading:language-7", "completionId": "42-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.language-8.v1", "prompt": "“The clock’s hands crawled while I waited.” What effect does crawled create?", "answer": "Time seemed to pass slowly.", "options": [ { "label": "Time seemed to pass slowly." }, { "label": "The clock moved across the wall." }, { "label": "Waiting ended quickly." } ], "hint": "Connect the comparison or word choice to the situation, not only its literal meaning.", "demonstration": [ "Literal words, intended meaning", "Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure." ], "type": "choice", "variantKey": "g5:reading:language-8", "completionId": "47-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.language-9.v1", "prompt": "“The crowd’s cheers were thunder.” Which interpretation fits?", "answer": "The cheers were loud and powerful.", "options": [ { "label": "The cheers were loud and powerful." }, { "label": "A weather report began." }, { "label": "Everyone was silent." } ], "hint": "Connect the comparison or word choice to the situation, not only its literal meaning.", "demonstration": [ "Literal words, intended meaning", "Pip explains that a metaphor calling a plan a bridge connects ideas without describing a real structure." ], "type": "choice", "variantKey": "g5:reading:language-9", "completionId": "52-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Quote accurately to support an inference", "standard": "5.RC-TE.3", "demo": [ "Claim + exact words", "Pip chooses a short exact quotation and explains how it supports the inference instead of quoting an unrelated detail." ], "prerequisites": [], "id": "g5.reading.evidence", "grade": 5, "subject": "g5-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.reading.quote-0.v1", "prompt": "Which exact quotation best supports this inference: Noor becomes willing to qualify an overly broad claim.", "answer": "their display included both", "readSections": [ "The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence.", "Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open." ], "options": [ { "label": "their display included both" }, { "label": "The archive display was due on Friday" }, { "label": "Noor arranged photographs in a neat row" } ], "story": "The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence. Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open.", "hint": "Choose words that actually appear in the passage and connect directly to the inference.", "demonstration": [ "Claim + exact words", "Pip chooses a short exact quotation and explains how it supports the inference instead of quoting an unrelated detail." ], "type": "choice", "variantKey": "g5:reading:quote-0", "completionId": "3-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.quote-1.v1", "prompt": "Which exact quotation best supports this inference: The narrator begins to value an unexpected result as evidence.", "answer": "I showed the stain in our notebook", "readSections": [ "I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up.", "The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better." ], "options": [ { "label": "I showed the stain in our notebook" }, { "label": "the blue paper already looked convincing" }, { "label": "I had promised to finish the river model" } ], "story": "I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up. The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better.", "hint": "Choose words that actually appear in the passage and connect directly to the inference.", "demonstration": [ "Claim + exact words", "Pip chooses a short exact quotation and explains how it supports the inference instead of quoting an unrelated detail." ], "type": "choice", "variantKey": "g5:reading:quote-1", "completionId": "33-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.quote-2.v1", "prompt": "Which exact quotation best supports this inference: Tomas learns that expression involves more than correct notes.", "answer": "he listened for the silence as carefully as he listened for the melody", "readSections": [ "Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece.", "Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody." ], "options": [ { "label": "he listened for the silence as carefully as he listened for the melody" }, { "label": "Tomas practiced the solo" }, { "label": "His sister Leila listened without interrupting" } ], "story": "Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece. Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody.", "hint": "Choose words that actually appear in the passage and connect directly to the inference.", "demonstration": [ "Claim + exact words", "Pip chooses a short exact quotation and explains how it supports the inference instead of quoting an unrelated detail." ], "type": "choice", "variantKey": "g5:reading:quote-2", "completionId": "56-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.quote-3.v1", "prompt": "Which exact quotation best supports this inference: Mira begins considering access as well as the most popular request.", "answer": "she asked Dev to walk through the plan with her", "readSections": [ "The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything.", "Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year." ], "options": [ { "label": "she asked Dev to walk through the plan with her" }, { "label": "Mira collected signatures for benches" }, { "label": "The garden council had enough money" } ], "story": "The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything. Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year.", "hint": "Choose words that actually appear in the passage and connect directly to the inference.", "demonstration": [ "Claim + exact words", "Pip chooses a short exact quotation and explains how it supports the inference instead of quoting an unrelated detail." ], "type": "choice", "variantKey": "g5:reading:quote-3", "completionId": "70-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.quote-4.v1", "prompt": "Which exact quotation best supports this inference: The narrator learns to match certainty to the available evidence.", "answer": "the photograph was not enough for an identification", "readSections": [ "I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show.", "I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew." ], "options": [ { "label": "the photograph was not enough for an identification" }, { "label": "I knew our class newspaper needed an exciting headline" }, { "label": "an unfamiliar bird appeared near the pond" } ], "story": "I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show. I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew.", "hint": "Choose words that actually appear in the passage and connect directly to the inference.", "demonstration": [ "Claim + exact words", "Pip chooses a short exact quotation and explains how it supports the inference instead of quoting an unrelated detail." ], "type": "choice", "variantKey": "g5:reading:quote-4", "completionId": "80-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.quote-5.v1", "prompt": "Which exact quotation best supports this inference: The partners learn to use the strengths of different viewpoints.", "answer": "Each gained a purpose", "readSections": [ "Ada’s mural design showed a town from above. Her partner Bo preferred the view from the pavement, where a small bakery window could become the center of the picture. They made competing sketches and waited for the teacher to choose. Instead she asked each to describe what the other design helped a viewer notice. Ada admitted that Bo’s window made the town feel inhabited.", "Bo noticed that Ada’s rooftops showed connections between streets. They planned two panels, linked by a red delivery bicycle appearing in both views. Neither sketch vanished. Each gained a purpose because the artists stopped treating a different viewpoint as an error to erase." ], "options": [ { "label": "Each gained a purpose" }, { "label": "They made competing sketches" }, { "label": "a small bakery window could become the center" } ], "story": "Ada’s mural design showed a town from above. Her partner Bo preferred the view from the pavement, where a small bakery window could become the center of the picture. They made competing sketches and waited for the teacher to choose. Instead she asked each to describe what the other design helped a viewer notice. Ada admitted that Bo’s window made the town feel inhabited. Bo noticed that Ada’s rooftops showed connections between streets. They planned two panels, linked by a red delivery bicycle appearing in both views. Neither sketch vanished. Each gained a purpose because the artists stopped treating a different viewpoint as an error to erase.", "hint": "Choose words that actually appear in the passage and connect directly to the inference.", "demonstration": [ "Claim + exact words", "Pip chooses a short exact quotation and explains how it supports the inference instead of quoting an unrelated detail." ], "type": "choice", "variantKey": "g5:reading:quote-5", "completionId": "85-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.quote-6.v1", "prompt": "Which exact quotation best supports this inference: Ben recognizes that testing with a new reader improves instructions.", "answer": "Ben added a note thanking the testers", "readSections": [ "The repair club’s instructions had twelve steps. Ben, who wrote them, could complete the paper mechanism without looking up. Sal followed the page exactly and stopped at step five. Ben began to demonstrate the missing turn with his hands. Sal asked him to put that movement into words instead.", "As they revised, they discovered three places where the directions depended on knowledge Ben had never written down. They asked a new reader to try the second draft while they watched quietly. When the reader finished, Ben added a note thanking the testers. The instructions had become longer, but the task had become easier for someone meeting it for the first time." ], "options": [ { "label": "Ben added a note thanking the testers" }, { "label": "The repair club’s instructions had twelve steps" }, { "label": "Ben began to demonstrate" } ], "story": "The repair club’s instructions had twelve steps. Ben, who wrote them, could complete the paper mechanism without looking up. Sal followed the page exactly and stopped at step five. Ben began to demonstrate the missing turn with his hands. Sal asked him to put that movement into words instead. As they revised, they discovered three places where the directions depended on knowledge Ben had never written down. They asked a new reader to try the second draft while they watched quietly. When the reader finished, Ben added a note thanking the testers. The instructions had become longer, but the task had become easier for someone meeting it for the first time.", "hint": "Choose words that actually appear in the passage and connect directly to the inference.", "demonstration": [ "Claim + exact words", "Pip chooses a short exact quotation and explains how it supports the inference instead of quoting an unrelated detail." ], "type": "choice", "variantKey": "g5:reading:quote-6", "completionId": "90-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.quote-7.v1", "prompt": "Which exact quotation best supports this inference: The narrator becomes more open about limits in evidence.", "answer": "Our claim became narrower", "readSections": [ "Our debate team found a chart that seemed to support every part of our proposal. I wanted it on the first slide. Lina noticed that the survey included only people who already used the service. I said we could mention that later, if anyone asked. She asked how we would respond if the other team hid a similar limit.", "We replaced the first slide with a description of the survey and placed its results beside a second source. Our claim became narrower. During questions, a listener pointed to a group neither source represented. This time I wrote the question down instead of defending the chart. We had not lost our proposal; we had found the work still needed to improve it." ], "options": [ { "label": "Our claim became narrower" }, { "label": "I wanted it on the first slide" }, { "label": "Our debate team found a chart" } ], "story": "Our debate team found a chart that seemed to support every part of our proposal. I wanted it on the first slide. Lina noticed that the survey included only people who already used the service. I said we could mention that later, if anyone asked. She asked how we would respond if the other team hid a similar limit. We replaced the first slide with a description of the survey and placed its results beside a second source. Our claim became narrower. During questions, a listener pointed to a group neither source represented. This time I wrote the question down instead of defending the chart. We had not lost our proposal; we had found the work still needed to improve it.", "hint": "Choose words that actually appear in the passage and connect directly to the inference.", "demonstration": [ "Claim + exact words", "Pip chooses a short exact quotation and explains how it supports the inference instead of quoting an unrelated detail." ], "type": "choice", "variantKey": "g5:reading:quote-7", "completionId": "95-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Compare characters and their responses using details", "standard": "5.RC-L.5b", "demo": [ "Both, but differently", "Pip compares two characters facing the same problem and uses a different action from each as evidence." ], "prerequisites": [], "id": "g5.reading.compare", "grade": 5, "subject": "g5-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.reading.compare-0.v1", "prompt": "Which comparison of the two characters fits the text?", "answer": "Noor first favors a broad conclusion; Elias asks her to consider missing experiences.", "readSections": [ "The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence.", "Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open." ], "options": [ { "label": "Noor first favors a broad conclusion; Elias asks her to consider missing experiences." }, { "label": "Both characters keep exactly the same viewpoint throughout." }, { "label": "Neither character considers another person’s ideas." } ], "story": "The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence. Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open.", "hint": "Point to a different action or statement from each character.", "demonstration": [ "Both, but differently", "Pip compares two characters facing the same problem and uses a different action from each as evidence." ], "type": "choice", "variantKey": "g5:reading:compare-0", "completionId": "9-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.compare-1.v1", "prompt": "Which comparison of the two characters fits the text?", "answer": "The narrator initially wants a finished appearance; Jun wants another careful test.", "readSections": [ "I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up.", "The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better." ], "options": [ { "label": "The narrator initially wants a finished appearance; Jun wants another careful test." }, { "label": "Both characters keep exactly the same viewpoint throughout." }, { "label": "Neither character considers another person’s ideas." } ], "story": "I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up. The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better.", "hint": "Point to a different action or statement from each character.", "demonstration": [ "Both, but differently", "Pip compares two characters facing the same problem and uses a different action from each as evidence." ], "type": "choice", "variantKey": "g5:reading:compare-1", "completionId": "38-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.compare-2.v1", "prompt": "Which comparison of the two characters fits the text?", "answer": "Tomas begins with note accuracy; Leila asks about the music’s intended meaning.", "readSections": [ "Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece.", "Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody." ], "options": [ { "label": "Tomas begins with note accuracy; Leila asks about the music’s intended meaning." }, { "label": "Both characters keep exactly the same viewpoint throughout." }, { "label": "Neither character considers another person’s ideas." } ], "story": "Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece. Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody.", "hint": "Point to a different action or statement from each character.", "demonstration": [ "Both, but differently", "Pip compares two characters facing the same problem and uses a different action from each as evidence." ], "type": "choice", "variantKey": "g5:reading:compare-2", "completionId": "59-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.compare-3.v1", "prompt": "Which comparison of the two characters fits the text?", "answer": "Mira first emphasizes places to sit; Dev emphasizes reaching the space safely.", "readSections": [ "The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything.", "Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year." ], "options": [ { "label": "Mira first emphasizes places to sit; Dev emphasizes reaching the space safely." }, { "label": "Both characters keep exactly the same viewpoint throughout." }, { "label": "Neither character considers another person’s ideas." } ], "story": "The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything. Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year.", "hint": "Point to a different action or statement from each character.", "demonstration": [ "Both, but differently", "Pip compares two characters facing the same problem and uses a different action from each as evidence." ], "type": "choice", "variantKey": "g5:reading:compare-3", "completionId": "72-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.compare-4.v1", "prompt": "Which comparison of the two characters fits the text?", "answer": "The narrator initially trusts a remembered image; Sam checks alternative explanations.", "readSections": [ "I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show.", "I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew." ], "options": [ { "label": "The narrator initially trusts a remembered image; Sam checks alternative explanations." }, { "label": "Both characters keep exactly the same viewpoint throughout." }, { "label": "Neither character considers another person’s ideas." } ], "story": "I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show. I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew.", "hint": "Point to a different action or statement from each character.", "demonstration": [ "Both, but differently", "Pip compares two characters facing the same problem and uses a different action from each as evidence." ], "type": "choice", "variantKey": "g5:reading:compare-4", "completionId": "81-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.compare-5.v1", "prompt": "Which comparison of the two characters fits the text?", "answer": "Ada emphasizes connections from above; Bo emphasizes a person’s experience at street level.", "readSections": [ "Ada’s mural design showed a town from above. Her partner Bo preferred the view from the pavement, where a small bakery window could become the center of the picture. They made competing sketches and waited for the teacher to choose. Instead she asked each to describe what the other design helped a viewer notice. Ada admitted that Bo’s window made the town feel inhabited.", "Bo noticed that Ada’s rooftops showed connections between streets. They planned two panels, linked by a red delivery bicycle appearing in both views. Neither sketch vanished. Each gained a purpose because the artists stopped treating a different viewpoint as an error to erase." ], "options": [ { "label": "Ada emphasizes connections from above; Bo emphasizes a person’s experience at street level." }, { "label": "Both characters keep exactly the same viewpoint throughout." }, { "label": "Neither character considers another person’s ideas." } ], "story": "Ada’s mural design showed a town from above. Her partner Bo preferred the view from the pavement, where a small bakery window could become the center of the picture. They made competing sketches and waited for the teacher to choose. Instead she asked each to describe what the other design helped a viewer notice. Ada admitted that Bo’s window made the town feel inhabited. Bo noticed that Ada’s rooftops showed connections between streets. They planned two panels, linked by a red delivery bicycle appearing in both views. Neither sketch vanished. Each gained a purpose because the artists stopped treating a different viewpoint as an error to erase.", "hint": "Point to a different action or statement from each character.", "demonstration": [ "Both, but differently", "Pip compares two characters facing the same problem and uses a different action from each as evidence." ], "type": "choice", "variantKey": "g5:reading:compare-5", "completionId": "86-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.compare-6.v1", "prompt": "Which comparison of the two characters fits the text?", "answer": "Ben starts with familiar knowledge; Sal reveals what an unfamiliar reader needs.", "readSections": [ "The repair club’s instructions had twelve steps. Ben, who wrote them, could complete the paper mechanism without looking up. Sal followed the page exactly and stopped at step five. Ben began to demonstrate the missing turn with his hands. Sal asked him to put that movement into words instead.", "As they revised, they discovered three places where the directions depended on knowledge Ben had never written down. They asked a new reader to try the second draft while they watched quietly. When the reader finished, Ben added a note thanking the testers. The instructions had become longer, but the task had become easier for someone meeting it for the first time." ], "options": [ { "label": "Ben starts with familiar knowledge; Sal reveals what an unfamiliar reader needs." }, { "label": "Both characters keep exactly the same viewpoint throughout." }, { "label": "Neither character considers another person’s ideas." } ], "story": "The repair club’s instructions had twelve steps. Ben, who wrote them, could complete the paper mechanism without looking up. Sal followed the page exactly and stopped at step five. Ben began to demonstrate the missing turn with his hands. Sal asked him to put that movement into words instead. As they revised, they discovered three places where the directions depended on knowledge Ben had never written down. They asked a new reader to try the second draft while they watched quietly. When the reader finished, Ben added a note thanking the testers. The instructions had become longer, but the task had become easier for someone meeting it for the first time.", "hint": "Point to a different action or statement from each character.", "demonstration": [ "Both, but differently", "Pip compares two characters facing the same problem and uses a different action from each as evidence." ], "type": "choice", "variantKey": "g5:reading:compare-6", "completionId": "91-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.compare-7.v1", "prompt": "Which comparison of the two characters fits the text?", "answer": "The narrator initially wants persuasive impact; Lina insists on explaining source limitations.", "readSections": [ "Our debate team found a chart that seemed to support every part of our proposal. I wanted it on the first slide. Lina noticed that the survey included only people who already used the service. I said we could mention that later, if anyone asked. She asked how we would respond if the other team hid a similar limit.", "We replaced the first slide with a description of the survey and placed its results beside a second source. Our claim became narrower. During questions, a listener pointed to a group neither source represented. This time I wrote the question down instead of defending the chart. We had not lost our proposal; we had found the work still needed to improve it." ], "options": [ { "label": "The narrator initially wants persuasive impact; Lina insists on explaining source limitations." }, { "label": "Both characters keep exactly the same viewpoint throughout." }, { "label": "Neither character considers another person’s ideas." } ], "story": "Our debate team found a chart that seemed to support every part of our proposal. I wanted it on the first slide. Lina noticed that the survey included only people who already used the service. I said we could mention that later, if anyone asked. She asked how we would respond if the other team hid a similar limit. We replaced the first slide with a description of the survey and placed its results beside a second source. Our claim became narrower. During questions, a listener pointed to a group neither source represented. This time I wrote the question down instead of defending the chart. We had not lost our proposal; we had found the work still needed to improve it.", "hint": "Point to a different action or statement from each character.", "demonstration": [ "Both, but differently", "Pip compares two characters facing the same problem and uses a different action from each as evidence." ], "type": "choice", "variantKey": "g5:reading:compare-7", "completionId": "96-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Trace a theme through a story and summarize", "standard": "5.RC-L.5a", "demo": [ "Beginning → choices → ending", "Pip explains how a character’s choices develop a theme and summarizes the important events." ], "prerequisites": [], "id": "g5.reading.theme", "grade": 5, "subject": "g5-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.reading.theme-0.v1", "prompt": "Which theme develops through the characters’ choices?", "answer": "A stronger account can include evidence that complicates an appealing story.", "readSections": [ "The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence.", "Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open." ], "options": [ { "label": "A stronger account can include evidence that complicates an appealing story." }, { "label": "Every new invention helps everyone equally." }, { "label": "A neat display matters more than its accuracy." } ], "story": "The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence. Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open.", "hint": "Connect several events rather than only a memorable sentence.", "demonstration": [ "Beginning → choices → ending", "Pip explains how a character’s choices develop a theme and summarizes the important events." ], "type": "choice", "variantKey": "g5:reading:theme-0", "completionId": "15-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.theme-1.v1", "prompt": "Which theme develops through the characters’ choices?", "answer": "Examining a mistake can improve both a design and its explanation.", "readSections": [ "I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up.", "The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better." ], "options": [ { "label": "Examining a mistake can improve both a design and its explanation." }, { "label": "A convincing appearance removes the need to test." }, { "label": "Unexpected results should always be hidden." } ], "story": "I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up. The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better.", "hint": "Connect several events rather than only a memorable sentence.", "demonstration": [ "Beginning → choices → ending", "Pip explains how a character’s choices develop a theme and summarizes the important events." ], "type": "choice", "variantKey": "g5:reading:theme-1", "completionId": "43-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.theme-2.v1", "prompt": "Which theme develops through the characters’ choices?", "answer": "Thoughtful feedback can reveal a new way to communicate an intention.", "readSections": [ "Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece.", "Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody." ], "options": [ { "label": "Thoughtful feedback can reveal a new way to communicate an intention." }, { "label": "Any silence is a mistake in music." }, { "label": "A listener’s first preference should end all practice." } ], "story": "Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece. Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody.", "hint": "Connect several events rather than only a memorable sentence.", "demonstration": [ "Beginning → choices → ending", "Pip explains how a character’s choices develop a theme and summarizes the important events." ], "type": "choice", "variantKey": "g5:reading:theme-2", "completionId": "62-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.theme-3.v1", "prompt": "Which theme develops through the characters’ choices?", "answer": "Listening to a different need can change what a fair solution looks like.", "readSections": [ "The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything.", "Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year." ], "options": [ { "label": "Listening to a different need can change what a fair solution looks like." }, { "label": "A vote means other needs no longer matter." }, { "label": "A useful compromise gives everyone every first choice." } ], "story": "The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything. Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year.", "hint": "Connect several events rather than only a memorable sentence.", "demonstration": [ "Beginning → choices → ending", "Pip explains how a character’s choices develop a theme and summarizes the important events." ], "type": "choice", "variantKey": "g5:reading:theme-3", "completionId": "74-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.theme-4.v1", "prompt": "Which theme develops through the characters’ choices?", "answer": "An honest unanswered question can be more useful than an unsupported certainty.", "readSections": [ "I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show.", "I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew." ], "options": [ { "label": "An honest unanswered question can be more useful than an unsupported certainty." }, { "label": "A dramatic headline guarantees reliable reporting." }, { "label": "Similar-looking things must always be identical." } ], "story": "I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show. I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew.", "hint": "Connect several events rather than only a memorable sentence.", "demonstration": [ "Beginning → choices → ending", "Pip explains how a character’s choices develop a theme and summarizes the important events." ], "type": "choice", "variantKey": "g5:reading:theme-4", "completionId": "82-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.theme-5.v1", "prompt": "Which theme develops through the characters’ choices?", "answer": "Different perspectives can contribute distinct strengths to a shared work.", "readSections": [ "Ada’s mural design showed a town from above. Her partner Bo preferred the view from the pavement, where a small bakery window could become the center of the picture. They made competing sketches and waited for the teacher to choose. Instead she asked each to describe what the other design helped a viewer notice. Ada admitted that Bo’s window made the town feel inhabited.", "Bo noticed that Ada’s rooftops showed connections between streets. They planned two panels, linked by a red delivery bicycle appearing in both views. Neither sketch vanished. Each gained a purpose because the artists stopped treating a different viewpoint as an error to erase." ], "options": [ { "label": "Different perspectives can contribute distinct strengths to a shared work." }, { "label": "One viewpoint must always replace another." }, { "label": "Art has only one correct viewing position." } ], "story": "Ada’s mural design showed a town from above. Her partner Bo preferred the view from the pavement, where a small bakery window could become the center of the picture. They made competing sketches and waited for the teacher to choose. Instead she asked each to describe what the other design helped a viewer notice. Ada admitted that Bo’s window made the town feel inhabited. Bo noticed that Ada’s rooftops showed connections between streets. They planned two panels, linked by a red delivery bicycle appearing in both views. Neither sketch vanished. Each gained a purpose because the artists stopped treating a different viewpoint as an error to erase.", "hint": "Connect several events rather than only a memorable sentence.", "demonstration": [ "Beginning → choices → ending", "Pip explains how a character’s choices develop a theme and summarizes the important events." ], "type": "choice", "variantKey": "g5:reading:theme-5", "completionId": "87-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.theme-6.v1", "prompt": "Which theme develops through the characters’ choices?", "answer": "Clear explanations account for what the audience does not yet know.", "readSections": [ "The repair club’s instructions had twelve steps. Ben, who wrote them, could complete the paper mechanism without looking up. Sal followed the page exactly and stopped at step five. Ben began to demonstrate the missing turn with his hands. Sal asked him to put that movement into words instead.", "As they revised, they discovered three places where the directions depended on knowledge Ben had never written down. They asked a new reader to try the second draft while they watched quietly. When the reader finished, Ben added a note thanking the testers. The instructions had become longer, but the task had become easier for someone meeting it for the first time." ], "options": [ { "label": "Clear explanations account for what the audience does not yet know." }, { "label": "Shorter directions are always clearer." }, { "label": "An expert’s understanding guarantees every reader understands." } ], "story": "The repair club’s instructions had twelve steps. Ben, who wrote them, could complete the paper mechanism without looking up. Sal followed the page exactly and stopped at step five. Ben began to demonstrate the missing turn with his hands. Sal asked him to put that movement into words instead. As they revised, they discovered three places where the directions depended on knowledge Ben had never written down. They asked a new reader to try the second draft while they watched quietly. When the reader finished, Ben added a note thanking the testers. The instructions had become longer, but the task had become easier for someone meeting it for the first time.", "hint": "Connect several events rather than only a memorable sentence.", "demonstration": [ "Beginning → choices → ending", "Pip explains how a character’s choices develop a theme and summarizes the important events." ], "type": "choice", "variantKey": "g5:reading:theme-6", "completionId": "92-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.theme-7.v1", "prompt": "Which theme develops through the characters’ choices?", "answer": "Explaining uncertainty can make an argument more trustworthy.", "readSections": [ "Our debate team found a chart that seemed to support every part of our proposal. I wanted it on the first slide. Lina noticed that the survey included only people who already used the service. I said we could mention that later, if anyone asked. She asked how we would respond if the other team hid a similar limit.", "We replaced the first slide with a description of the survey and placed its results beside a second source. Our claim became narrower. During questions, a listener pointed to a group neither source represented. This time I wrote the question down instead of defending the chart. We had not lost our proposal; we had found the work still needed to improve it." ], "options": [ { "label": "Explaining uncertainty can make an argument more trustworthy." }, { "label": "A chart is proof of every related claim." }, { "label": "A useful proposal never needs revision." } ], "story": "Our debate team found a chart that seemed to support every part of our proposal. I wanted it on the first slide. Lina noticed that the survey included only people who already used the service. I said we could mention that later, if anyone asked. She asked how we would respond if the other team hid a similar limit. We replaced the first slide with a description of the survey and placed its results beside a second source. Our claim became narrower. During questions, a listener pointed to a group neither source represented. This time I wrote the question down instead of defending the chart. We had not lost our proposal; we had found the work still needed to improve it.", "hint": "Connect several events rather than only a memorable sentence.", "demonstration": [ "Beginning → choices → ending", "Pip explains how a character’s choices develop a theme and summarizes the important events." ], "type": "choice", "variantKey": "g5:reading:theme-7", "completionId": "97-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Explain how viewpoint shapes a description", "standard": "5.RC-L.5d", "demo": [ "What can this narrator know?", "Pip separates events the narrator witnesses from thoughts the narrator only guesses." ], "prerequisites": [], "id": "g5.reading.viewpoint", "grade": 5, "subject": "g5-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.reading.view-0.v1", "prompt": "Explain how this narrator’s viewpoint shapes the account. Retell a moment from another viewpoint.", "readSections": [ "The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence.", "Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open." ], "story": "The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence. Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open.", "hint": "Quote a relevant detail. Separate known events from imagined thoughts and explain what your new narrator would notice differently.", "demonstration": [ "What can this narrator know?", "Pip separates events the narrator witnesses from thoughts the narrator only guesses." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:view-0", "completionId": "21-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.view-1.v1", "prompt": "Explain how this narrator’s viewpoint shapes the account. Retell a moment from another viewpoint.", "readSections": [ "I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up.", "The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better." ], "story": "I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up. The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better.", "hint": "Quote a relevant detail. Separate known events from imagined thoughts and explain what your new narrator would notice differently.", "demonstration": [ "What can this narrator know?", "Pip separates events the narrator witnesses from thoughts the narrator only guesses." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:view-1", "completionId": "48-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.view-2.v1", "prompt": "Explain how this narrator’s viewpoint shapes the account. Retell a moment from another viewpoint.", "readSections": [ "Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece.", "Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody." ], "story": "Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece. Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody.", "hint": "Quote a relevant detail. Separate known events from imagined thoughts and explain what your new narrator would notice differently.", "demonstration": [ "What can this narrator know?", "Pip separates events the narrator witnesses from thoughts the narrator only guesses." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:view-2", "completionId": "65-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.view-3.v1", "prompt": "Explain how this narrator’s viewpoint shapes the account. Retell a moment from another viewpoint.", "readSections": [ "The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything.", "Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year." ], "story": "The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything. Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year.", "hint": "Quote a relevant detail. Separate known events from imagined thoughts and explain what your new narrator would notice differently.", "demonstration": [ "What can this narrator know?", "Pip separates events the narrator witnesses from thoughts the narrator only guesses." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:view-3", "completionId": "76-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.view-4.v1", "prompt": "Explain how this narrator’s viewpoint shapes the account. Retell a moment from another viewpoint.", "readSections": [ "I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show.", "I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew." ], "story": "I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show. I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew.", "hint": "Quote a relevant detail. Separate known events from imagined thoughts and explain what your new narrator would notice differently.", "demonstration": [ "What can this narrator know?", "Pip separates events the narrator witnesses from thoughts the narrator only guesses." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:view-4", "completionId": "83-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.view-5.v1", "prompt": "Explain how this narrator’s viewpoint shapes the account. Retell a moment from another viewpoint.", "readSections": [ "Ada’s mural design showed a town from above. Her partner Bo preferred the view from the pavement, where a small bakery window could become the center of the picture. They made competing sketches and waited for the teacher to choose. Instead she asked each to describe what the other design helped a viewer notice. Ada admitted that Bo’s window made the town feel inhabited.", "Bo noticed that Ada’s rooftops showed connections between streets. They planned two panels, linked by a red delivery bicycle appearing in both views. Neither sketch vanished. Each gained a purpose because the artists stopped treating a different viewpoint as an error to erase." ], "story": "Ada’s mural design showed a town from above. Her partner Bo preferred the view from the pavement, where a small bakery window could become the center of the picture. They made competing sketches and waited for the teacher to choose. Instead she asked each to describe what the other design helped a viewer notice. Ada admitted that Bo’s window made the town feel inhabited. Bo noticed that Ada’s rooftops showed connections between streets. They planned two panels, linked by a red delivery bicycle appearing in both views. Neither sketch vanished. Each gained a purpose because the artists stopped treating a different viewpoint as an error to erase.", "hint": "Quote a relevant detail. Separate known events from imagined thoughts and explain what your new narrator would notice differently.", "demonstration": [ "What can this narrator know?", "Pip separates events the narrator witnesses from thoughts the narrator only guesses." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:view-5", "completionId": "88-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.view-6.v1", "prompt": "Explain how this narrator’s viewpoint shapes the account. Retell a moment from another viewpoint.", "readSections": [ "The repair club’s instructions had twelve steps. Ben, who wrote them, could complete the paper mechanism without looking up. Sal followed the page exactly and stopped at step five. Ben began to demonstrate the missing turn with his hands. Sal asked him to put that movement into words instead.", "As they revised, they discovered three places where the directions depended on knowledge Ben had never written down. They asked a new reader to try the second draft while they watched quietly. When the reader finished, Ben added a note thanking the testers. The instructions had become longer, but the task had become easier for someone meeting it for the first time." ], "story": "The repair club’s instructions had twelve steps. Ben, who wrote them, could complete the paper mechanism without looking up. Sal followed the page exactly and stopped at step five. Ben began to demonstrate the missing turn with his hands. Sal asked him to put that movement into words instead. As they revised, they discovered three places where the directions depended on knowledge Ben had never written down. They asked a new reader to try the second draft while they watched quietly. When the reader finished, Ben added a note thanking the testers. The instructions had become longer, but the task had become easier for someone meeting it for the first time.", "hint": "Quote a relevant detail. Separate known events from imagined thoughts and explain what your new narrator would notice differently.", "demonstration": [ "What can this narrator know?", "Pip separates events the narrator witnesses from thoughts the narrator only guesses." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:view-6", "completionId": "93-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.view-7.v1", "prompt": "Explain how this narrator’s viewpoint shapes the account. Retell a moment from another viewpoint.", "readSections": [ "Our debate team found a chart that seemed to support every part of our proposal. I wanted it on the first slide. Lina noticed that the survey included only people who already used the service. I said we could mention that later, if anyone asked. She asked how we would respond if the other team hid a similar limit.", "We replaced the first slide with a description of the survey and placed its results beside a second source. Our claim became narrower. During questions, a listener pointed to a group neither source represented. This time I wrote the question down instead of defending the chart. We had not lost our proposal; we had found the work still needed to improve it." ], "story": "Our debate team found a chart that seemed to support every part of our proposal. I wanted it on the first slide. Lina noticed that the survey included only people who already used the service. I said we could mention that later, if anyone asked. She asked how we would respond if the other team hid a similar limit. We replaced the first slide with a description of the survey and placed its results beside a second source. Our claim became narrower. During questions, a listener pointed to a group neither source represented. This time I wrote the question down instead of defending the chart. We had not lost our proposal; we had found the work still needed to improve it.", "hint": "Quote a relevant detail. Separate known events from imagined thoughts and explain what your new narrator would notice differently.", "demonstration": [ "What can this narrator know?", "Pip separates events the narrator witnesses from thoughts the narrator only guesses." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:view-7", "completionId": "98-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Explain how literary parts build a whole", "standard": "5.RC-L.5c,e", "demo": [ "Each section has a job", "Pip explains how an early scene creates a problem that a later scene changes, then compares a same-genre text." ], "prerequisites": [], "id": "g5.reading.structure", "grade": 5, "subject": "g5-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.reading.structure-0.v1", "prompt": "Explain how the opening problem, turning point, and ending work together.", "readSections": [ "The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence.", "Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open." ], "story": "The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence. Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open.", "hint": "Summarize the important events, then compare the theme with a grown-up-selected story in the same genre. Name a similarity and a meaningful difference.", "demonstration": [ "Each section has a job", "Pip explains how an early scene creates a problem that a later scene changes, then compares a same-genre text." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:structure-0", "completionId": "27-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.structure-1.v1", "prompt": "Explain how the opening problem, turning point, and ending work together.", "readSections": [ "I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up.", "The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better." ], "story": "I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up. The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better.", "hint": "Summarize the important events, then compare the theme with a grown-up-selected story in the same genre. Name a similarity and a meaningful difference.", "demonstration": [ "Each section has a job", "Pip explains how an early scene creates a problem that a later scene changes, then compares a same-genre text." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:structure-1", "completionId": "53-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.structure-2.v1", "prompt": "Explain how the opening problem, turning point, and ending work together.", "readSections": [ "Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece.", "Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody." ], "story": "Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece. Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody.", "hint": "Summarize the important events, then compare the theme with a grown-up-selected story in the same genre. Name a similarity and a meaningful difference.", "demonstration": [ "Each section has a job", "Pip explains how an early scene creates a problem that a later scene changes, then compares a same-genre text." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:structure-2", "completionId": "68-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.structure-3.v1", "prompt": "Explain how the opening problem, turning point, and ending work together.", "readSections": [ "The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything.", "Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year." ], "story": "The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything. Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year.", "hint": "Summarize the important events, then compare the theme with a grown-up-selected story in the same genre. Name a similarity and a meaningful difference.", "demonstration": [ "Each section has a job", "Pip explains how an early scene creates a problem that a later scene changes, then compares a same-genre text." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:structure-3", "completionId": "78-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.structure-4.v1", "prompt": "Explain how the opening problem, turning point, and ending work together.", "readSections": [ "I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show.", "I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew." ], "story": "I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show. I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew.", "hint": "Summarize the important events, then compare the theme with a grown-up-selected story in the same genre. Name a similarity and a meaningful difference.", "demonstration": [ "Each section has a job", "Pip explains how an early scene creates a problem that a later scene changes, then compares a same-genre text." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:structure-4", "completionId": "84-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.structure-5.v1", "prompt": "Explain how the opening problem, turning point, and ending work together.", "readSections": [ "Ada’s mural design showed a town from above. Her partner Bo preferred the view from the pavement, where a small bakery window could become the center of the picture. They made competing sketches and waited for the teacher to choose. Instead she asked each to describe what the other design helped a viewer notice. Ada admitted that Bo’s window made the town feel inhabited.", "Bo noticed that Ada’s rooftops showed connections between streets. They planned two panels, linked by a red delivery bicycle appearing in both views. Neither sketch vanished. Each gained a purpose because the artists stopped treating a different viewpoint as an error to erase." ], "story": "Ada’s mural design showed a town from above. Her partner Bo preferred the view from the pavement, where a small bakery window could become the center of the picture. They made competing sketches and waited for the teacher to choose. Instead she asked each to describe what the other design helped a viewer notice. Ada admitted that Bo’s window made the town feel inhabited. Bo noticed that Ada’s rooftops showed connections between streets. They planned two panels, linked by a red delivery bicycle appearing in both views. Neither sketch vanished. Each gained a purpose because the artists stopped treating a different viewpoint as an error to erase.", "hint": "Summarize the important events, then compare the theme with a grown-up-selected story in the same genre. Name a similarity and a meaningful difference.", "demonstration": [ "Each section has a job", "Pip explains how an early scene creates a problem that a later scene changes, then compares a same-genre text." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:structure-5", "completionId": "89-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.structure-6.v1", "prompt": "Explain how the opening problem, turning point, and ending work together.", "readSections": [ "The repair club’s instructions had twelve steps. Ben, who wrote them, could complete the paper mechanism without looking up. Sal followed the page exactly and stopped at step five. Ben began to demonstrate the missing turn with his hands. Sal asked him to put that movement into words instead.", "As they revised, they discovered three places where the directions depended on knowledge Ben had never written down. They asked a new reader to try the second draft while they watched quietly. When the reader finished, Ben added a note thanking the testers. The instructions had become longer, but the task had become easier for someone meeting it for the first time." ], "story": "The repair club’s instructions had twelve steps. Ben, who wrote them, could complete the paper mechanism without looking up. Sal followed the page exactly and stopped at step five. Ben began to demonstrate the missing turn with his hands. Sal asked him to put that movement into words instead. As they revised, they discovered three places where the directions depended on knowledge Ben had never written down. They asked a new reader to try the second draft while they watched quietly. When the reader finished, Ben added a note thanking the testers. The instructions had become longer, but the task had become easier for someone meeting it for the first time.", "hint": "Summarize the important events, then compare the theme with a grown-up-selected story in the same genre. Name a similarity and a meaningful difference.", "demonstration": [ "Each section has a job", "Pip explains how an early scene creates a problem that a later scene changes, then compares a same-genre text." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:structure-6", "completionId": "94-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.structure-7.v1", "prompt": "Explain how the opening problem, turning point, and ending work together.", "readSections": [ "Our debate team found a chart that seemed to support every part of our proposal. I wanted it on the first slide. Lina noticed that the survey included only people who already used the service. I said we could mention that later, if anyone asked. She asked how we would respond if the other team hid a similar limit.", "We replaced the first slide with a description of the survey and placed its results beside a second source. Our claim became narrower. During questions, a listener pointed to a group neither source represented. This time I wrote the question down instead of defending the chart. We had not lost our proposal; we had found the work still needed to improve it." ], "story": "Our debate team found a chart that seemed to support every part of our proposal. I wanted it on the first slide. Lina noticed that the survey included only people who already used the service. I said we could mention that later, if anyone asked. She asked how we would respond if the other team hid a similar limit. We replaced the first slide with a description of the survey and placed its results beside a second source. Our claim became narrower. During questions, a listener pointed to a group neither source represented. This time I wrote the question down instead of defending the chart. We had not lost our proposal; we had found the work still needed to improve it.", "hint": "Summarize the important events, then compare the theme with a grown-up-selected story in the same genre. Name a similarity and a meaningful difference.", "demonstration": [ "Each section has a job", "Pip explains how an early scene creates a problem that a later scene changes, then compares a same-genre text." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:structure-7", "completionId": "99-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Connect central ideas, relationships and supporting evidence", "standard": "5.RC-NF.6a–d", "demo": [ "Claim → reason → evidence", "Pip checks which observation supports a claim and how the order of sections helps explain it." ], "prerequisites": [], "id": "g5.reading.nonfiction", "grade": 5, "subject": "g5-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.reading.central-0.v1", "prompt": "Which central idea connects all three sources?", "answer": "Shape and material can influence a model’s performance, but the tests have limits.", "readSections": [ "A: A team tested two equal paper bridges over the same gap. A folded bridge held 18 counters and a flat bridge held 5. B: Another team kept the folded shape but changed the paper thickness; its thicker sample held more. C: A notebook warns that both teams used small models and a single set of materials. Neither result establishes which design suits a full-size bridge." ], "options": [ { "label": "Shape and material can influence a model’s performance, but the tests have limits." }, { "label": "Every source proves exactly the same claim." }, { "label": "A single observation answers every related question." } ], "story": "A: A team tested two equal paper bridges over the same gap. A folded bridge held 18 counters and a flat bridge held 5. B: Another team kept the folded shape but changed the paper thickness; its thicker sample held more. C: A notebook warns that both teams used small models and a single set of materials. Neither result establishes which design suits a full-size bridge.", "hint": "Explain what each source contributes to the shared topic.", "demonstration": [ "Claim → reason → evidence", "Pip checks which observation supports a claim and how the order of sections helps explain it." ], "type": "choice", "variantKey": "g5:reading:central-0", "completionId": "4-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.support-0.v1", "prompt": "Which detail is important when comparing the sources?", "answer": "The teams changed different variables.", "readSections": [ "A: A team tested two equal paper bridges over the same gap. A folded bridge held 18 counters and a flat bridge held 5. B: Another team kept the folded shape but changed the paper thickness; its thicker sample held more. C: A notebook warns that both teams used small models and a single set of materials. Neither result establishes which design suits a full-size bridge." ], "options": [ { "label": "The teams changed different variables." }, { "label": "All the sources describe an identical experiment." }, { "label": "Every source includes every possible perspective." } ], "story": "A: A team tested two equal paper bridges over the same gap. A folded bridge held 18 counters and a flat bridge held 5. B: Another team kept the folded shape but changed the paper thickness; its thicker sample held more. C: A notebook warns that both teams used small models and a single set of materials. Neither result establishes which design suits a full-size bridge.", "hint": "Look at methods, authors, scope, and purpose.", "demonstration": [ "Claim → reason → evidence", "Pip checks which observation supports a claim and how the order of sections helps explain it." ], "type": "choice", "variantKey": "g5:reading:support-0", "completionId": "10-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.central-1.v1", "prompt": "Which central idea connects all three sources?", "answer": "Improving the library requires combining preferences with access and missing perspectives.", "readSections": [ "A: A school survey asked library users what would help them read. Most requested a quieter corner. B: A floor-plan observation showed that the quietest corner had a narrow entrance. C: A student discussion suggested moving furniture to widen that entrance before adding seats. The survey did not include students who avoided the library, so their views still need to be sought." ], "options": [ { "label": "Improving the library requires combining preferences with access and missing perspectives." }, { "label": "Every source proves exactly the same claim." }, { "label": "A single observation answers every related question." } ], "story": "A: A school survey asked library users what would help them read. Most requested a quieter corner. B: A floor-plan observation showed that the quietest corner had a narrow entrance. C: A student discussion suggested moving furniture to widen that entrance before adding seats. The survey did not include students who avoided the library, so their views still need to be sought.", "hint": "Explain what each source contributes to the shared topic.", "demonstration": [ "Claim → reason → evidence", "Pip checks which observation supports a claim and how the order of sections helps explain it." ], "type": "choice", "variantKey": "g5:reading:central-1", "completionId": "28-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.support-1.v1", "prompt": "Which detail is important when comparing the sources?", "answer": "The survey included existing users only.", "readSections": [ "A: A school survey asked library users what would help them read. Most requested a quieter corner. B: A floor-plan observation showed that the quietest corner had a narrow entrance. C: A student discussion suggested moving furniture to widen that entrance before adding seats. The survey did not include students who avoided the library, so their views still need to be sought." ], "options": [ { "label": "The survey included existing users only." }, { "label": "All the sources describe an identical experiment." }, { "label": "Every source includes every possible perspective." } ], "story": "A: A school survey asked library users what would help them read. Most requested a quieter corner. B: A floor-plan observation showed that the quietest corner had a narrow entrance. C: A student discussion suggested moving furniture to widen that entrance before adding seats. The survey did not include students who avoided the library, so their views still need to be sought.", "hint": "Look at methods, authors, scope, and purpose.", "demonstration": [ "Claim → reason → evidence", "Pip checks which observation supports a claim and how the order of sections helps explain it." ], "type": "choice", "variantKey": "g5:reading:support-1", "completionId": "34-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.central-2.v1", "prompt": "Which central idea connects all three sources?", "answer": "Different kinds of sources reveal different parts of transportation history.", "readSections": [ "A: A local-history photograph shows a busy market beside a new rail line. B: A worker’s letter describes long hours transporting goods. C: A later historian compares several towns and argues that rail access changed trade unevenly. The photograph captures one place and moment; the letter gives one experience; the historian offers a broader interpretation using several records." ], "options": [ { "label": "Different kinds of sources reveal different parts of transportation history." }, { "label": "Every source proves exactly the same claim." }, { "label": "A single observation answers every related question." } ], "story": "A: A local-history photograph shows a busy market beside a new rail line. B: A worker’s letter describes long hours transporting goods. C: A later historian compares several towns and argues that rail access changed trade unevenly. The photograph captures one place and moment; the letter gives one experience; the historian offers a broader interpretation using several records.", "hint": "Explain what each source contributes to the shared topic.", "demonstration": [ "Claim → reason → evidence", "Pip checks which observation supports a claim and how the order of sections helps explain it." ], "type": "choice", "variantKey": "g5:reading:central-2", "completionId": "49-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.support-2.v1", "prompt": "Which detail is important when comparing the sources?", "answer": "The sources differ in viewpoint, scale, and purpose.", "readSections": [ "A: A local-history photograph shows a busy market beside a new rail line. B: A worker’s letter describes long hours transporting goods. C: A later historian compares several towns and argues that rail access changed trade unevenly. The photograph captures one place and moment; the letter gives one experience; the historian offers a broader interpretation using several records." ], "options": [ { "label": "The sources differ in viewpoint, scale, and purpose." }, { "label": "All the sources describe an identical experiment." }, { "label": "Every source includes every possible perspective." } ], "story": "A: A local-history photograph shows a busy market beside a new rail line. B: A worker’s letter describes long hours transporting goods. C: A later historian compares several towns and argues that rail access changed trade unevenly. The photograph captures one place and moment; the letter gives one experience; the historian offers a broader interpretation using several records.", "hint": "Look at methods, authors, scope, and purpose.", "demonstration": [ "Claim → reason → evidence", "Pip checks which observation supports a claim and how the order of sections helps explain it." ], "type": "choice", "variantKey": "g5:reading:support-2", "completionId": "54-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.central-3.v1", "prompt": "Which central idea connects all three sources?", "answer": "Controlled models and field observations can complement one another without proving the same thing.", "readSections": [ "A: Two equal trays received the same water. The tray with plant-like cover lost less loose material. B: A park report recorded less mud after a path was replanted, but rainfall also changed. C: A planner suggests another season of records before attributing the entire difference to planting.", "The tray comparison controls conditions more closely; the field report describes a real place with more changing factors." ], "options": [ { "label": "Controlled models and field observations can complement one another without proving the same thing." }, { "label": "Every source proves exactly the same claim." }, { "label": "A single observation answers every related question." } ], "story": "A: Two equal trays received the same water. The tray with plant-like cover lost less loose material. B: A park report recorded less mud after a path was replanted, but rainfall also changed. C: A planner suggests another season of records before attributing the entire difference to planting. The tray comparison controls conditions more closely; the field report describes a real place with more changing factors.", "hint": "Explain what each source contributes to the shared topic.", "demonstration": [ "Claim → reason → evidence", "Pip checks which observation supports a claim and how the order of sections helps explain it." ], "type": "choice", "variantKey": "g5:reading:central-3", "completionId": "63-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.support-3.v1", "prompt": "Which detail is important when comparing the sources?", "answer": "Rainfall changed along with the planting in the park.", "readSections": [ "A: Two equal trays received the same water. The tray with plant-like cover lost less loose material. B: A park report recorded less mud after a path was replanted, but rainfall also changed. C: A planner suggests another season of records before attributing the entire difference to planting.", "The tray comparison controls conditions more closely; the field report describes a real place with more changing factors." ], "options": [ { "label": "Rainfall changed along with the planting in the park." }, { "label": "All the sources describe an identical experiment." }, { "label": "Every source includes every possible perspective." } ], "story": "A: Two equal trays received the same water. The tray with plant-like cover lost less loose material. B: A park report recorded less mud after a path was replanted, but rainfall also changed. C: A planner suggests another season of records before attributing the entire difference to planting. The tray comparison controls conditions more closely; the field report describes a real place with more changing factors.", "hint": "Look at methods, authors, scope, and purpose.", "demonstration": [ "Claim → reason → evidence", "Pip checks which observation supports a claim and how the order of sections helps explain it." ], "type": "choice", "variantKey": "g5:reading:support-3", "completionId": "66-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.central-4.v1", "prompt": "Which central idea connects all three sources?", "answer": "Reliable comparisons need consistent methods and clear records of conditions.", "readSections": [ "A: A class recorded shadow lengths at the same location at several times on one day. B: Another class repeated the observation a month later using the same marker. C: A reference explains that observations should record date, time, place, and method before patterns are compared. Differences in cloud cover or measurement can also affect the records." ], "options": [ { "label": "Reliable comparisons need consistent methods and clear records of conditions." }, { "label": "Every source proves exactly the same claim." }, { "label": "A single observation answers every related question." } ], "story": "A: A class recorded shadow lengths at the same location at several times on one day. B: Another class repeated the observation a month later using the same marker. C: A reference explains that observations should record date, time, place, and method before patterns are compared. Differences in cloud cover or measurement can also affect the records.", "hint": "Explain what each source contributes to the shared topic.", "demonstration": [ "Claim → reason → evidence", "Pip checks which observation supports a claim and how the order of sections helps explain it." ], "type": "choice", "variantKey": "g5:reading:central-4", "completionId": "73-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.support-4.v1", "prompt": "Which detail is important when comparing the sources?", "answer": "Dates and methods help readers interpret the measurements.", "readSections": [ "A: A class recorded shadow lengths at the same location at several times on one day. B: Another class repeated the observation a month later using the same marker. C: A reference explains that observations should record date, time, place, and method before patterns are compared. Differences in cloud cover or measurement can also affect the records." ], "options": [ { "label": "Dates and methods help readers interpret the measurements." }, { "label": "All the sources describe an identical experiment." }, { "label": "Every source includes every possible perspective." } ], "story": "A: A class recorded shadow lengths at the same location at several times on one day. B: Another class repeated the observation a month later using the same marker. C: A reference explains that observations should record date, time, place, and method before patterns are compared. Differences in cloud cover or measurement can also affect the records.", "hint": "Look at methods, authors, scope, and purpose.", "demonstration": [ "Claim → reason → evidence", "Pip checks which observation supports a claim and how the order of sections helps explain it." ], "type": "choice", "variantKey": "g5:reading:support-4", "completionId": "75-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Combine several sources into a coherent explanation", "standard": "5.RC-NF.6e; 5.RS-DR.2", "demo": [ "Combine without erasing differences", "Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together." ], "prerequisites": [], "id": "g5.reading.integrate", "grade": 5, "subject": "g5-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.reading.limits-0.v1", "prompt": "Which conclusion about the evidence is justified?", "answer": "The model results do not establish a full-size design.", "readSections": [ "A: A team tested two equal paper bridges over the same gap. A folded bridge held 18 counters and a flat bridge held 5. B: Another team kept the folded shape but changed the paper thickness; its thicker sample held more. C: A notebook warns that both teams used small models and a single set of materials. Neither result establishes which design suits a full-size bridge." ], "options": [ { "label": "The model results do not establish a full-size design." }, { "label": "The evidence proves every possible explanation." }, { "label": "Any difference between sources makes all of them useless." } ], "story": "A: A team tested two equal paper bridges over the same gap. A folded bridge held 18 counters and a flat bridge held 5. B: Another team kept the folded shape but changed the paper thickness; its thicker sample held more. C: A notebook warns that both teams used small models and a single set of materials. Neither result establishes which design suits a full-size bridge.", "hint": "Match the strength of the conclusion to the evidence.", "demonstration": [ "Combine without erasing differences", "Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together." ], "type": "choice", "variantKey": "g5:reading:limits-0", "completionId": "16-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.synthesis-0.v1", "prompt": "Combine the three sources into a two-paragraph explanation.", "readSections": [ "A: A team tested two equal paper bridges over the same gap. A folded bridge held 18 counters and a flat bridge held 5. B: Another team kept the folded shape but changed the paper thickness; its thicker sample held more. C: A notebook warns that both teams used small models and a single set of materials. Neither result establishes which design suits a full-size bridge." ], "story": "A: A team tested two equal paper bridges over the same gap. A folded bridge held 18 counters and a flat bridge held 5. B: Another team kept the folded shape but changed the paper thickness; its thicker sample held more. C: A notebook warns that both teams used small models and a single set of materials. Neither result establishes which design suits a full-size bridge.", "hint": "Identify a central idea, relevant details, and relationships between the sources. Attribute A, B, and C, and explain one remaining question. Discuss how their sections are organized.", "demonstration": [ "Combine without erasing differences", "Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:synthesis-0", "completionId": "22-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.limits-1.v1", "prompt": "Which conclusion about the evidence is justified?", "answer": "A popular request does not establish that everyone can use the space.", "readSections": [ "A: A school survey asked library users what would help them read. Most requested a quieter corner. B: A floor-plan observation showed that the quietest corner had a narrow entrance. C: A student discussion suggested moving furniture to widen that entrance before adding seats. The survey did not include students who avoided the library, so their views still need to be sought." ], "options": [ { "label": "A popular request does not establish that everyone can use the space." }, { "label": "The evidence proves every possible explanation." }, { "label": "Any difference between sources makes all of them useless." } ], "story": "A: A school survey asked library users what would help them read. Most requested a quieter corner. B: A floor-plan observation showed that the quietest corner had a narrow entrance. C: A student discussion suggested moving furniture to widen that entrance before adding seats. The survey did not include students who avoided the library, so their views still need to be sought.", "hint": "Match the strength of the conclusion to the evidence.", "demonstration": [ "Combine without erasing differences", "Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together." ], "type": "choice", "variantKey": "g5:reading:limits-1", "completionId": "39-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.synthesis-1.v1", "prompt": "Combine the three sources into a two-paragraph explanation.", "readSections": [ "A: A school survey asked library users what would help them read. Most requested a quieter corner. B: A floor-plan observation showed that the quietest corner had a narrow entrance. C: A student discussion suggested moving furniture to widen that entrance before adding seats. The survey did not include students who avoided the library, so their views still need to be sought." ], "story": "A: A school survey asked library users what would help them read. Most requested a quieter corner. B: A floor-plan observation showed that the quietest corner had a narrow entrance. C: A student discussion suggested moving furniture to widen that entrance before adding seats. The survey did not include students who avoided the library, so their views still need to be sought.", "hint": "Identify a central idea, relevant details, and relationships between the sources. Attribute A, B, and C, and explain one remaining question. Discuss how their sections are organized.", "demonstration": [ "Combine without erasing differences", "Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:synthesis-1", "completionId": "44-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.limits-2.v1", "prompt": "Which conclusion about the evidence is justified?", "answer": "One busy market cannot represent every person’s experience.", "readSections": [ "A: A local-history photograph shows a busy market beside a new rail line. B: A worker’s letter describes long hours transporting goods. C: A later historian compares several towns and argues that rail access changed trade unevenly. The photograph captures one place and moment; the letter gives one experience; the historian offers a broader interpretation using several records." ], "options": [ { "label": "One busy market cannot represent every person’s experience." }, { "label": "The evidence proves every possible explanation." }, { "label": "Any difference between sources makes all of them useless." } ], "story": "A: A local-history photograph shows a busy market beside a new rail line. B: A worker’s letter describes long hours transporting goods. C: A later historian compares several towns and argues that rail access changed trade unevenly. The photograph captures one place and moment; the letter gives one experience; the historian offers a broader interpretation using several records.", "hint": "Match the strength of the conclusion to the evidence.", "demonstration": [ "Combine without erasing differences", "Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together." ], "type": "choice", "variantKey": "g5:reading:limits-2", "completionId": "57-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.synthesis-2.v1", "prompt": "Combine the three sources into a two-paragraph explanation.", "readSections": [ "A: A local-history photograph shows a busy market beside a new rail line. B: A worker’s letter describes long hours transporting goods. C: A later historian compares several towns and argues that rail access changed trade unevenly. The photograph captures one place and moment; the letter gives one experience; the historian offers a broader interpretation using several records." ], "story": "A: A local-history photograph shows a busy market beside a new rail line. B: A worker’s letter describes long hours transporting goods. C: A later historian compares several towns and argues that rail access changed trade unevenly. The photograph captures one place and moment; the letter gives one experience; the historian offers a broader interpretation using several records.", "hint": "Identify a central idea, relevant details, and relationships between the sources. Attribute A, B, and C, and explain one remaining question. Discuss how their sections are organized.", "demonstration": [ "Combine without erasing differences", "Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:synthesis-2", "completionId": "60-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.limits-3.v1", "prompt": "Which conclusion about the evidence is justified?", "answer": "The field result alone cannot isolate the effect of planting.", "readSections": [ "A: Two equal trays received the same water. The tray with plant-like cover lost less loose material. B: A park report recorded less mud after a path was replanted, but rainfall also changed. C: A planner suggests another season of records before attributing the entire difference to planting.", "The tray comparison controls conditions more closely; the field report describes a real place with more changing factors." ], "options": [ { "label": "The field result alone cannot isolate the effect of planting." }, { "label": "The evidence proves every possible explanation." }, { "label": "Any difference between sources makes all of them useless." } ], "story": "A: Two equal trays received the same water. The tray with plant-like cover lost less loose material. B: A park report recorded less mud after a path was replanted, but rainfall also changed. C: A planner suggests another season of records before attributing the entire difference to planting. The tray comparison controls conditions more closely; the field report describes a real place with more changing factors.", "hint": "Match the strength of the conclusion to the evidence.", "demonstration": [ "Combine without erasing differences", "Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together." ], "type": "choice", "variantKey": "g5:reading:limits-3", "completionId": "69-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.synthesis-3.v1", "prompt": "Combine the three sources into a two-paragraph explanation.", "readSections": [ "A: Two equal trays received the same water. The tray with plant-like cover lost less loose material. B: A park report recorded less mud after a path was replanted, but rainfall also changed. C: A planner suggests another season of records before attributing the entire difference to planting.", "The tray comparison controls conditions more closely; the field report describes a real place with more changing factors." ], "story": "A: Two equal trays received the same water. The tray with plant-like cover lost less loose material. B: A park report recorded less mud after a path was replanted, but rainfall also changed. C: A planner suggests another season of records before attributing the entire difference to planting. The tray comparison controls conditions more closely; the field report describes a real place with more changing factors.", "hint": "Identify a central idea, relevant details, and relationships between the sources. Attribute A, B, and C, and explain one remaining question. Discuss how their sections are organized.", "demonstration": [ "Combine without erasing differences", "Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:synthesis-3", "completionId": "71-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.limits-4.v1", "prompt": "Which conclusion about the evidence is justified?", "answer": "A small set of records does not establish every seasonal pattern.", "readSections": [ "A: A class recorded shadow lengths at the same location at several times on one day. B: Another class repeated the observation a month later using the same marker. C: A reference explains that observations should record date, time, place, and method before patterns are compared. Differences in cloud cover or measurement can also affect the records." ], "options": [ { "label": "A small set of records does not establish every seasonal pattern." }, { "label": "The evidence proves every possible explanation." }, { "label": "Any difference between sources makes all of them useless." } ], "story": "A: A class recorded shadow lengths at the same location at several times on one day. B: Another class repeated the observation a month later using the same marker. C: A reference explains that observations should record date, time, place, and method before patterns are compared. Differences in cloud cover or measurement can also affect the records.", "hint": "Match the strength of the conclusion to the evidence.", "demonstration": [ "Combine without erasing differences", "Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together." ], "type": "choice", "variantKey": "g5:reading:limits-4", "completionId": "77-90", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.reading.synthesis-4.v1", "prompt": "Combine the three sources into a two-paragraph explanation.", "readSections": [ "A: A class recorded shadow lengths at the same location at several times on one day. B: Another class repeated the observation a month later using the same marker. C: A reference explains that observations should record date, time, place, and method before patterns are compared. Differences in cloud cover or measurement can also affect the records." ], "story": "A: A class recorded shadow lengths at the same location at several times on one day. B: Another class repeated the observation a month later using the same marker. C: A reference explains that observations should record date, time, place, and method before patterns are compared. Differences in cloud cover or measurement can also affect the records.", "hint": "Identify a central idea, relevant details, and relationships between the sources. Attribute A, B, and C, and explain one remaining question. Discuss how their sections are organized.", "demonstration": [ "Combine without erasing differences", "Pip identifies what three sources contribute, notices their different limits, and writes a conclusion they can support together." ], "workspace": "write", "type": "work", "variantKey": "g5:reading:synthesis-4", "completionId": "79-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Read, summarize and discuss connected text", "standard": "5.RC-RF.4; 5.ODC-OC.1–4", "demo": [ "Read for a listener", "Pip rereads a passage with meaningful phrasing, summarizes it, and responds to a listener’s question with evidence." ], "prerequisites": [], "id": "g5.reading.fluency", "grade": 5, "subject": "g5-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.reading.oral-0.v1", "prompt": "Read this passage to a listener, summarize it, then discuss a question together.", "readSections": [ "The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence.", "Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open." ], "story": "The archive display was due on Friday. Noor arranged photographs in a neat row and wrote that the new railway had brought prosperity to everyone. Elias placed a worker’s letter beside the photographs. It described longer working days and a family separated by the new route. Noor pointed to a photograph of a crowded market: surely it proved her sentence. Elias did not ask her to remove it. He asked whether one busy market could describe every life. Noor reread her caption, then drew two columns in her notebook. She put evidence of opportunity in one and evidence of hardship in the other. On Friday their display included both. Visitors stayed longer than Noor expected, arguing thoughtfully over a question the students had left open.", "hint": "Reread for accuracy and expression. A grown-up observes fluency. Take a discussion role, build on a partner’s comment, and revise a conclusion if new evidence warrants it.", "demonstration": [ "Read for a listener", "Pip rereads a passage with meaningful phrasing, summarizes it, and responds to a listener’s question with evidence." ], "type": "work", "variantKey": "g5:reading:oral-0", "completionId": "5-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.oral-1.v1", "prompt": "Read this passage to a listener, summarize it, then discuss a question together.", "readSections": [ "I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up.", "The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better." ], "story": "I had promised to finish the river model before our visitors arrived. Jun wanted to test the bend one more time, but I said the blue paper already looked convincing. During rehearsal a cup of water followed a path neither of us had predicted. I reached for a cloth, hoping to hide the spill. Jun set a pencil beside the wet edge and asked me to mark it before we cleaned up. The mark showed where our drawing and the water’s movement disagreed. We rebuilt only that bend and repeated the test with the same small amount of water. At the exhibition I showed the stain in our notebook. It was an awkward souvenir of my hurry, but it also explained why our second model worked better.", "hint": "Reread for accuracy and expression. A grown-up observes fluency. Take a discussion role, build on a partner’s comment, and revise a conclusion if new evidence warrants it.", "demonstration": [ "Read for a listener", "Pip rereads a passage with meaningful phrasing, summarizes it, and responds to a listener’s question with evidence." ], "type": "work", "variantKey": "g5:reading:oral-1", "completionId": "11-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.oral-2.v1", "prompt": "Read this passage to a listener, summarize it, then discuss a question together.", "readSections": [ "Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece.", "Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody." ], "story": "Tomas practiced the solo until every note was correct. His sister Leila listened without interrupting, then asked what the song was trying to say. Tomas answered that it was supposed to sound like someone returning home. Leila sang the opening softly and left a breath before the final phrase. Tomas disliked the change at first; the silence felt like a missing piece. Later he tried both versions for a neighbor, without saying which was his. The neighbor described the pause as a moment of recognition. Tomas kept the notes he had learned and changed the phrasing. At the concert he listened for the silence as carefully as he listened for the melody.", "hint": "Reread for accuracy and expression. A grown-up observes fluency. Take a discussion role, build on a partner’s comment, and revise a conclusion if new evidence warrants it.", "demonstration": [ "Read for a listener", "Pip rereads a passage with meaningful phrasing, summarizes it, and responds to a listener’s question with evidence." ], "type": "work", "variantKey": "g5:reading:oral-2", "completionId": "17-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.oral-3.v1", "prompt": "Read this passage to a listener, summarize it, then discuss a question together.", "readSections": [ "The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything.", "Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year." ], "story": "The garden council had enough money for either more benches or a wider path. Mira collected signatures for benches; she pictured people staying to read beneath the trees. Dev brought a drawing showing the narrow turn that kept his grandfather’s walker from reaching those trees. Mira almost answered that the vote would settle everything. Instead she asked Dev to walk through the plan with her. They found a place where one smaller bench could fit after the path was widened. Their proposal did not give either student everything on the first list. It did give more neighbors a way to reach the shade. Mira’s final speech explained both the choice and the wishes it left for another year.", "hint": "Reread for accuracy and expression. A grown-up observes fluency. Take a discussion role, build on a partner’s comment, and revise a conclusion if new evidence warrants it.", "demonstration": [ "Read for a listener", "Pip rereads a passage with meaningful phrasing, summarizes it, and responds to a listener’s question with evidence." ], "type": "work", "variantKey": "g5:reading:oral-3", "completionId": "23-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.reading.oral-4.v1", "prompt": "Read this passage to a listener, summarize it, then discuss a question together.", "readSections": [ "I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show.", "I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew." ], "story": "I knew our class newspaper needed an exciting headline. When an unfamiliar bird appeared near the pond, I wrote that a rare species had arrived. Sam asked which guide I had checked. I told him the bird looked exactly like a picture I remembered. He showed me two similar species and pointed to the parts my photograph did not show. I was irritated by his caution until a local observer replied to our teacher: the photograph was not enough for an identification. We changed the headline to a question and explained what details would help. The article was less dramatic than my first draft. It was also one I could defend when younger readers asked how we knew.", "hint": "Reread for accuracy and expression. A grown-up observes fluency. Take a discussion role, build on a partner’s comment, and revise a conclusion if new evidence warrants it.", "demonstration": [ "Read for a listener", "Pip rereads a passage with meaningful phrasing, summarizes it, and responds to a listener’s question with evidence." ], "type": "work", "variantKey": "g5:reading:oral-4", "completionId": "29-90", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Write fluent, legible cursive with a consistent form", "standard": "5.W-HWK.7", "demo": [ "Consistent joins and a private signature", "Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload." ], "prerequisites": [], "id": "g5.writing.cursive", "grade": 5, "subject": "g5-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.writing.cursive-0.v1", "prompt": "Cursive studio: write a three-sentence museum explanation.", "cursiveModel": true, "hint": "Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.", "demonstration": [ "Consistent joins and a private signature", "Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:cursive-0", "completionId": "0-91", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.cursive-1.v1", "prompt": "Cursive studio: write a private fictional character’s signature and message.", "cursiveModel": true, "hint": "Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.", "demonstration": [ "Consistent joins and a private signature", "Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:cursive-1", "completionId": "10-91", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.cursive-2.v1", "prompt": "Cursive studio: write a short poem with consistent letter forms.", "cursiveModel": true, "hint": "Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.", "demonstration": [ "Consistent joins and a private signature", "Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:cursive-2", "completionId": "20-91", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.cursive-3.v1", "prompt": "Cursive studio: write a note with clear capital joins.", "cursiveModel": true, "hint": "Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.", "demonstration": [ "Consistent joins and a private signature", "Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:cursive-3", "completionId": "30-91", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.cursive-4.v1", "prompt": "Cursive studio: write a paragraph containing long multisyllable words.", "cursiveModel": true, "hint": "Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.", "demonstration": [ "Consistent joins and a private signature", "Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:cursive-4", "completionId": "40-91", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.cursive-5.v1", "prompt": "Cursive studio: write a short invitation in a formal style.", "cursiveModel": true, "hint": "Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.", "demonstration": [ "Consistent joins and a private signature", "Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:cursive-5", "completionId": "50-91", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.cursive-6.v1", "prompt": "Cursive studio: write a dialogue excerpt with readable punctuation.", "cursiveModel": true, "hint": "Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.", "demonstration": [ "Consistent joins and a private signature", "Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:cursive-6", "completionId": "57-91", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.cursive-7.v1", "prompt": "Cursive studio: write a carefully spaced source note.", "cursiveModel": true, "hint": "Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.", "demonstration": [ "Consistent joins and a private signature", "Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:cursive-7", "completionId": "64-91", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.cursive-8.v1", "prompt": "Cursive studio: write a revised copy of a crowded paragraph.", "cursiveModel": true, "hint": "Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.", "demonstration": [ "Consistent joins and a private signature", "Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:cursive-8", "completionId": "71-91", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.cursive-9.v1", "prompt": "Cursive studio: write a brief artist statement.", "cursiveModel": true, "hint": "Use a grown-up’s handwriting model and write at a comfortable, fluent pace. Ask a reader which letters need attention. Practice any real signature only on your own private paper; never enter it here.", "demonstration": [ "Consistent joins and a private signature", "Pip writes a short message with consistent joins and spacing. Signature practice stays on private paper, never in an upload." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:cursive-9", "completionId": "78-91", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Prepare and revise typed work for an audience", "standard": "5.W-HWK.8", "demo": [ "Draft → proofread → prepare", "Pip organizes typed paragraphs and prepares a readable private copy for a chosen reader." ], "prerequisites": [], "id": "g5.writing.keyboard", "grade": 5, "subject": "g5-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.writing.typing-0.v1", "prompt": "Prepare a two-paragraph explanation with a heading using the keyboard.", "hint": "Draft, proofread, and revise for a chosen audience. Share a copy privately with a grown-up if desired. This site does not publish or retain your writing.", "demonstration": [ "Draft → proofread → prepare", "Pip organizes typed paragraphs and prepares a readable private copy for a chosen reader." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:typing-0", "completionId": "1-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.typing-1.v1", "prompt": "Prepare a source-based recommendation with a conclusion using the keyboard.", "hint": "Draft, proofread, and revise for a chosen audience. Share a copy privately with a grown-up if desired. This site does not publish or retain your writing.", "demonstration": [ "Draft → proofread → prepare", "Pip organizes typed paragraphs and prepares a readable private copy for a chosen reader." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:typing-1", "completionId": "11-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.typing-2.v1", "prompt": "Prepare a scene that uses paragraph breaks for speakers using the keyboard.", "hint": "Draft, proofread, and revise for a chosen audience. Share a copy privately with a grown-up if desired. This site does not publish or retain your writing.", "demonstration": [ "Draft → proofread → prepare", "Pip organizes typed paragraphs and prepares a readable private copy for a chosen reader." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:typing-2", "completionId": "21-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.typing-3.v1", "prompt": "Prepare a newsletter with two short sections using the keyboard.", "hint": "Draft, proofread, and revise for a chosen audience. Share a copy privately with a grown-up if desired. This site does not publish or retain your writing.", "demonstration": [ "Draft → proofread → prepare", "Pip organizes typed paragraphs and prepares a readable private copy for a chosen reader." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:typing-3", "completionId": "31-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.typing-4.v1", "prompt": "Prepare an exhibit label and a list of sources using the keyboard.", "hint": "Draft, proofread, and revise for a chosen audience. Share a copy privately with a grown-up if desired. This site does not publish or retain your writing.", "demonstration": [ "Draft → proofread → prepare", "Pip organizes typed paragraphs and prepares a readable private copy for a chosen reader." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:typing-4", "completionId": "41-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use irregular verbs and consistent tense", "standard": "5.GC-GU.1a–b", "demo": [ "Check time and verb form", "Pip checks whether an event happens now or happened earlier, then chooses the verb form that fits." ], "prerequisites": [], "id": "g5.writing.verbs", "grade": 5, "subject": "g5-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.writing.grammar-0.v1", "prompt": "Yesterday, Jo ___ the book on the desk.", "answer": "laid", "options": [ { "label": "laid" }, { "label": "lay" }, { "label": "lain" } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "Check time and verb form", "Pip checks whether an event happens now or happened earlier, then chooses the verb form that fits." ], "type": "choice", "variantKey": "g5:writing:grammar-0", "completionId": "2-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.grammar-1.v1", "prompt": "Now the cat ___ on the mat.", "answer": "lies", "options": [ { "label": "lies" }, { "label": "lays" }, { "label": "laid" } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "Check time and verb form", "Pip checks whether an event happens now or happened earlier, then chooses the verb form that fits." ], "type": "choice", "variantKey": "g5:writing:grammar-1", "completionId": "12-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.grammar-2.v1", "prompt": "Yesterday, Pip ___ beside the model.", "answer": "sat", "options": [ { "label": "sat" }, { "label": "set" }, { "label": "sits" } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "Check time and verb form", "Pip checks whether an event happens now or happened earlier, then chooses the verb form that fits." ], "type": "choice", "variantKey": "g5:writing:grammar-2", "completionId": "22-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.grammar-3.v1", "prompt": "Every morning the sun ___.", "answer": "rises", "options": [ { "label": "rises" }, { "label": "raises" }, { "label": "rose yesterday" } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "Check time and verb form", "Pip checks whether an event happens now or happened earlier, then chooses the verb form that fits." ], "type": "choice", "variantKey": "g5:writing:grammar-3", "completionId": "32-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.grammar-4.v1", "prompt": "Choose the sentence with a consistent past tense.", "answer": "We measured the beam and recorded the result.", "options": [ { "label": "We measured the beam and recorded the result." }, { "label": "We measured the beam and record the result." }, { "label": "We measure the beam and recorded the result." } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "Check time and verb form", "Pip checks whether an event happens now or happened earlier, then chooses the verb form that fits." ], "type": "choice", "variantKey": "g5:writing:grammar-4", "completionId": "42-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.grammar-5.v1", "prompt": "Which clearly signals an intentional time change?", "answer": "Yesterday we tested it; today we revise it.", "options": [ { "label": "Yesterday we tested it; today we revise it." }, { "label": "Yesterday we test it and revised it." }, { "label": "Yesterday we tested it and revise it." } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "Check time and verb form", "Pip checks whether an event happens now or happened earlier, then chooses the verb form that fits." ], "type": "choice", "variantKey": "g5:writing:grammar-5", "completionId": "51-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.grammar-6.v1", "prompt": "Complete: By the time the visitors arrived, we ___ the labels.", "answer": "had finished", "options": [ { "label": "had finished" }, { "label": "will finish" }, { "label": "are finishing" } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "Check time and verb form", "Pip checks whether an event happens now or happened earlier, then chooses the verb form that fits." ], "type": "choice", "variantKey": "g5:writing:grammar-6", "completionId": "58-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.grammar-19.v1", "prompt": "Which sentence uses the past tense of rise?", "answer": "The water level rose after the rain.", "options": [ { "label": "The water level rose after the rain." }, { "label": "The water level raised after the rain." }, { "label": "The water level risen after the rain." } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "Check time and verb form", "Pip checks whether an event happens now or happened earlier, then chooses the verb form that fits." ], "type": "choice", "variantKey": "g5:writing:grammar-19", "completionId": "99-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Use parts of speech and agreement purposefully", "standard": "5.GC-GU.1c–d", "demo": [ "What job does each word do?", "Pip identifies the noun a pronoun refers to and checks that the words agree." ], "prerequisites": [], "id": "g5.writing.grammar", "grade": 5, "subject": "g5-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.writing.grammar-7.v1", "prompt": "Which verb fits: The box of samples ___ on the shelf?", "answer": "is", "options": [ { "label": "is" }, { "label": "are" }, { "label": "were all" } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "What job does each word do?", "Pip identifies the noun a pronoun refers to and checks that the words agree." ], "type": "choice", "variantKey": "g5:writing:grammar-7", "completionId": "65-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.grammar-8.v1", "prompt": "Which pronoun fits: The volunteers brought ___ tools?", "answer": "their", "options": [ { "label": "their" }, { "label": "its" }, { "label": "his or her only" } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "What job does each word do?", "Pip identifies the noun a pronoun refers to and checks that the words agree." ], "type": "choice", "variantKey": "g5:writing:grammar-8", "completionId": "72-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.grammar-9.v1", "prompt": "In “The team worked carefully,” what does carefully modify?", "answer": "the verb worked", "options": [ { "label": "the verb worked" }, { "label": "the noun team" }, { "label": "the article The" } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "What job does each word do?", "Pip identifies the noun a pronoun refers to and checks that the words agree." ], "type": "choice", "variantKey": "g5:writing:grammar-9", "completionId": "79-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.grammar-10.v1", "prompt": "Which word expresses a sudden feeling in “Wow, that model is tall!”?", "answer": "Wow", "options": [ { "label": "Wow" }, { "label": "model" }, { "label": "tall" } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "What job does each word do?", "Pip identifies the noun a pronoun refers to and checks that the words agree." ], "type": "choice", "variantKey": "g5:writing:grammar-10", "completionId": "85-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.grammar-18.v1", "prompt": "Which pronoun has a clear reference?", "answer": "Mira handed Jo a map, and Jo unfolded it.", "options": [ { "label": "Mira handed Jo a map, and Jo unfolded it." }, { "label": "Mira told Jo that she had it." }, { "label": "They said she put it there." } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "What job does each word do?", "Pip identifies the noun a pronoun refers to and checks that the words agree." ], "type": "choice", "variantKey": "g5:writing:grammar-18", "completionId": "98-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Use conjunctions and vary sentences for meaning", "standard": "5.GC-GU.1e–f", "demo": [ "Connect without changing meaning", "Pip combines related ideas with although to show a contrast rather than using because to imply a cause." ], "prerequisites": [], "id": "g5.writing.sentences", "grade": 5, "subject": "g5-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.writing.grammar-11.v1", "prompt": "Which conjunction correctly shows cause: We moved indoors ___ it began to rain?", "answer": "because", "options": [ { "label": "because" }, { "label": "although" }, { "label": "but" } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "Connect without changing meaning", "Pip combines related ideas with although to show a contrast rather than using because to imply a cause." ], "type": "choice", "variantKey": "g5:writing:grammar-11", "completionId": "87-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.grammar-12.v1", "prompt": "Which pair completes: ___ Jo ___ Ren may present first; choose one?", "answer": "Either … or", "options": [ { "label": "Either … or" }, { "label": "Both … nor" }, { "label": "Neither … and" } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "Connect without changing meaning", "Pip combines related ideas with although to show a contrast rather than using because to imply a cause." ], "type": "choice", "variantKey": "g5:writing:grammar-12", "completionId": "89-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.grammar-13.v1", "prompt": "Choose the sentence that shows contrast.", "answer": "Although the model was small, it held a heavy load.", "options": [ { "label": "Although the model was small, it held a heavy load." }, { "label": "Because the model was small, it held a heavy load." }, { "label": "The model was small and small." } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "Connect without changing meaning", "Pip combines related ideas with although to show a contrast rather than using because to imply a cause." ], "type": "choice", "variantKey": "g5:writing:grammar-13", "completionId": "91-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.grammar-14.v1", "prompt": "Which conjunction joins two equally important ideas?", "answer": "and", "options": [ { "label": "and" }, { "label": "under" }, { "label": "quietly" } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "Connect without changing meaning", "Pip combines related ideas with although to show a contrast rather than using because to imply a cause." ], "type": "choice", "variantKey": "g5:writing:grammar-14", "completionId": "93-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.grammar-15.v1", "prompt": "Combine “The lid is clear. We can see inside.” without changing the meaning.", "answer": "The clear lid lets us see inside.", "options": [ { "label": "The clear lid lets us see inside." }, { "label": "The lid is dark, so we cannot see inside." }, { "label": "We see inside because the lid is missing." } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "Connect without changing meaning", "Pip combines related ideas with although to show a contrast rather than using because to imply a cause." ], "type": "choice", "variantKey": "g5:writing:grammar-15", "completionId": "95-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.grammar-16.v1", "prompt": "Which revision removes repetition without losing the idea?", "answer": "The tired team rested after the long test.", "options": [ { "label": "The tired team rested after the long test." }, { "label": "The team was tired and tired after a test that was long and long." }, { "label": "The team never tested or rested." } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "Connect without changing meaning", "Pip combines related ideas with although to show a contrast rather than using because to imply a cause." ], "type": "choice", "variantKey": "g5:writing:grammar-16", "completionId": "96-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.grammar-17.v1", "prompt": "Which sentence adds a useful contrast?", "answer": "The first trial failed, but the second held steady.", "options": [ { "label": "The first trial failed, but the second held steady." }, { "label": "The trial happened, and something happened." }, { "label": "The first trial failed because success is certain." } ], "hint": "Read the full sentence. Check meaning, time, agreement, and the job of each word.", "demonstration": [ "Connect without changing meaning", "Pip combines related ideas with although to show a contrast rather than using because to imply a cause." ], "type": "choice", "variantKey": "g5:writing:grammar-17", "completionId": "97-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Edit commas, titles and capitalization", "standard": "5.GC-M.2a–c", "demo": [ "Read the boundaries", "Pip separates an introductory phrase with a comma and checks how the title of a work is marked." ], "prerequisites": [], "id": "g5.writing.mechanics", "grade": 5, "subject": "g5-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.writing.punctuation-0.v1", "prompt": "Which joins two complete ideas with a coordinating conjunction?", "answer": "The rain stopped, and we began the test.", "options": [ { "label": "The rain stopped, and we began the test." }, { "label": "The rain stopped and, we began the test." }, { "label": "The rain, stopped and we began the test." } ], "hint": "Check the boundaries between ideas and the convention for the kind of work being named.", "demonstration": [ "Read the boundaries", "Pip separates an introductory phrase with a comma and checks how the title of a work is marked." ], "type": "choice", "variantKey": "g5:writing:punctuation-0", "completionId": "3-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.punctuation-1.v1", "prompt": "Which punctuates the introductory element correctly?", "answer": "After the test, we compared our notes.", "options": [ { "label": "After the test, we compared our notes." }, { "label": "After, the test we compared our notes." }, { "label": "After the test we, compared our notes." } ], "hint": "Check the boundaries between ideas and the convention for the kind of work being named.", "demonstration": [ "Read the boundaries", "Pip separates an introductory phrase with a comma and checks how the title of a work is marked." ], "type": "choice", "variantKey": "g5:writing:punctuation-1", "completionId": "13-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.punctuation-2.v1", "prompt": "Which punctuates a direct response clearly?", "answer": "Yes, I can explain the model.", "options": [ { "label": "Yes, I can explain the model." }, { "label": "Yes I, can explain the model." }, { "label": "Yes I can, explain the model." } ], "hint": "Check the boundaries between ideas and the convention for the kind of work being named.", "demonstration": [ "Read the boundaries", "Pip separates an introductory phrase with a comma and checks how the title of a work is marked." ], "type": "choice", "variantKey": "g5:writing:punctuation-2", "completionId": "23-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.punctuation-3.v1", "prompt": "Which punctuates a question tag correctly?", "answer": "The label is clear, isn’t it?", "options": [ { "label": "The label is clear, isn’t it?" }, { "label": "The label, is clear isn’t it?" }, { "label": "The label is clear isn’t, it?" } ], "hint": "Check the boundaries between ideas and the convention for the kind of work being named.", "demonstration": [ "Read the boundaries", "Pip separates an introductory phrase with a comma and checks how the title of a work is marked." ], "type": "choice", "variantKey": "g5:writing:punctuation-3", "completionId": "33-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.punctuation-4.v1", "prompt": "Which is a conventional way to mark a book title in typed writing?", "answer": "Use italics for the book title.", "options": [ { "label": "Use italics for the book title." }, { "label": "Put a comma after every title word." }, { "label": "Write every title word in lowercase." } ], "hint": "Check the boundaries between ideas and the convention for the kind of work being named.", "demonstration": [ "Read the boundaries", "Pip separates an introductory phrase with a comma and checks how the title of a work is marked." ], "type": "choice", "variantKey": "g5:writing:punctuation-4", "completionId": "43-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.punctuation-5.v1", "prompt": "Which is a conventional way to mark a short poem’s title?", "answer": "Put the title in quotation marks.", "options": [ { "label": "Put the title in quotation marks." }, { "label": "Place parentheses around every line of the poem." }, { "label": "Omit all capital letters from the title." } ], "hint": "Check the boundaries between ideas and the convention for the kind of work being named.", "demonstration": [ "Read the boundaries", "Pip separates an introductory phrase with a comma and checks how the title of a work is marked." ], "type": "choice", "variantKey": "g5:writing:punctuation-5", "completionId": "52-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.punctuation-6.v1", "prompt": "Which comma placement keeps the meaning clear?", "answer": "However, the second source offers another explanation.", "options": [ { "label": "However, the second source offers another explanation." }, { "label": "However the second, source offers another explanation." }, { "label": "However the, second source offers another explanation." } ], "hint": "Check the boundaries between ideas and the convention for the kind of work being named.", "demonstration": [ "Read the boundaries", "Pip separates an introductory phrase with a comma and checks how the title of a work is marked." ], "type": "choice", "variantKey": "g5:writing:punctuation-6", "completionId": "59-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.punctuation-7.v1", "prompt": "Which joins complete ideas with but?", "answer": "The design looked strong, but it bent during testing.", "options": [ { "label": "The design looked strong, but it bent during testing." }, { "label": "The design looked, strong but it bent during testing." }, { "label": "The design looked strong but, it bent during testing." } ], "hint": "Check the boundaries between ideas and the convention for the kind of work being named.", "demonstration": [ "Read the boundaries", "Pip separates an introductory phrase with a comma and checks how the title of a work is marked." ], "type": "choice", "variantKey": "g5:writing:punctuation-7", "completionId": "66-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.punctuation-8.v1", "prompt": "Which is conventionally capitalized?", "answer": "We read A Journey to the Moon.", "options": [ { "label": "We read A Journey to the Moon." }, { "label": "we read a journey to the moon." }, { "label": "We read a Journey to the moon." } ], "hint": "Check the boundaries between ideas and the convention for the kind of work being named.", "demonstration": [ "Read the boundaries", "Pip separates an introductory phrase with a comma and checks how the title of a work is marked." ], "type": "choice", "variantKey": "g5:writing:punctuation-8", "completionId": "73-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.punctuation-9.v1", "prompt": "When handwriting a book title without italics, which convention is useful?", "answer": "Underline the title.", "options": [ { "label": "Underline the title." }, { "label": "Underline every word in the paragraph." }, { "label": "Use no spaces in the title." } ], "hint": "Check the boundaries between ideas and the convention for the kind of work being named.", "demonstration": [ "Read the boundaries", "Pip separates an introductory phrase with a comma and checks how the title of a work is marked." ], "type": "choice", "variantKey": "g5:writing:punctuation-9", "completionId": "80-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Spell and verify words and commonly confused pairs", "standard": "5.GC-M.3", "demo": [ "Meaning helps spelling", "Pip expands it’s to it is to check a sentence, while its shows possession." ], "prerequisites": [], "id": "g5.writing.spelling", "grade": 5, "subject": "g5-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.writing.dictation-conscientious.v1", "prompt": "Listen, then spell conscientious.", "expected": "conscientious", "hint": "Try independently before consulting a reference. Explain a useful word part, and record any reference help as support with the grown-up.", "demonstration": [ "Meaning helps spelling", "Pip expands it’s to it is to check a sentence, while its shows possession." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:dictation-conscientious", "completionId": "4-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.dictation-independence.v1", "prompt": "Listen, then spell independence.", "expected": "independence", "hint": "Try independently before consulting a reference. Explain a useful word part, and record any reference help as support with the grown-up.", "demonstration": [ "Meaning helps spelling", "Pip expands it’s to it is to check a sentence, while its shows possession." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:dictation-independence", "completionId": "14-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.dictation-environmental.v1", "prompt": "Listen, then spell environmental.", "expected": "environmental", "hint": "Try independently before consulting a reference. Explain a useful word part, and record any reference help as support with the grown-up.", "demonstration": [ "Meaning helps spelling", "Pip expands it’s to it is to check a sentence, while its shows possession." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:dictation-environmental", "completionId": "24-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.dictation-interpretation.v1", "prompt": "Listen, then spell interpretation.", "expected": "interpretation", "hint": "Try independently before consulting a reference. Explain a useful word part, and record any reference help as support with the grown-up.", "demonstration": [ "Meaning helps spelling", "Pip expands it’s to it is to check a sentence, while its shows possession." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:dictation-interpretation", "completionId": "34-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.dictation-perspective.v1", "prompt": "Listen, then spell perspective.", "expected": "perspective", "hint": "Try independently before consulting a reference. Explain a useful word part, and record any reference help as support with the grown-up.", "demonstration": [ "Meaning helps spelling", "Pip expands it’s to it is to check a sentence, while its shows possession." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:dictation-perspective", "completionId": "44-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.dictation-reliability.v1", "prompt": "Listen, then spell reliability.", "expected": "reliability", "hint": "Try independently before consulting a reference. Explain a useful word part, and record any reference help as support with the grown-up.", "demonstration": [ "Meaning helps spelling", "Pip expands it’s to it is to check a sentence, while its shows possession." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:dictation-reliability", "completionId": "53-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.confused-0.v1", "prompt": "The machine changed ___ speed.", "answer": "its", "options": [ { "label": "its" }, { "label": "it’s" }, { "label": "its’" } ], "hint": "Check whether you need a possessive, a contraction, a verb, or a noun.", "demonstration": [ "Meaning helps spelling", "Pip expands it’s to it is to check a sentence, while its shows possession." ], "type": "choice", "variantKey": "g5:writing:confused-0", "completionId": "60-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.confused-1.v1", "prompt": "___ time to begin the discussion.", "answer": "It’s", "options": [ { "label": "It’s" }, { "label": "Its" }, { "label": "Its’" } ], "hint": "Check whether you need a possessive, a contraction, a verb, or a noun.", "demonstration": [ "Meaning helps spelling", "Pip expands it’s to it is to check a sentence, while its shows possession." ], "type": "choice", "variantKey": "g5:writing:confused-1", "completionId": "67-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.confused-2.v1", "prompt": "How might the new route ___ travel time?", "answer": "affect", "options": [ { "label": "affect" }, { "label": "effect" }, { "label": "effects" } ], "hint": "Check whether you need a possessive, a contraction, a verb, or a noun.", "demonstration": [ "Meaning helps spelling", "Pip expands it’s to it is to check a sentence, while its shows possession." ], "type": "choice", "variantKey": "g5:writing:confused-2", "completionId": "74-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.writing.confused-3.v1", "prompt": "The change had an unexpected ___.", "answer": "effect", "options": [ { "label": "effect" }, { "label": "affect" }, { "label": "affects" } ], "hint": "Check whether you need a possessive, a contraction, a verb, or a noun.", "demonstration": [ "Meaning helps spelling", "Pip expands it’s to it is to check a sentence, while its shows possession." ], "type": "choice", "variantKey": "g5:writing:confused-3", "completionId": "81-91", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Develop multi-paragraph narratives with purposeful pacing", "standard": "5.W-RW.1,4–5", "demo": [ "Situation → conflict → consequence", "Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices." ], "prerequisites": [], "id": "g5.writing.narrative", "grade": 5, "subject": "g5-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.writing.narrative-0.v1", "prompt": "Develop a multi-paragraph narrative about a repair team discovering an unwritten step.", "hint": "Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.", "demonstration": [ "Situation → conflict → consequence", "Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:narrative-0", "completionId": "5-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.narrative-1.v1", "prompt": "Develop a multi-paragraph narrative about two explorers interpreting the same clue differently.", "hint": "Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.", "demonstration": [ "Situation → conflict → consequence", "Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:narrative-1", "completionId": "15-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.narrative-2.v1", "prompt": "Develop a multi-paragraph narrative about a reporter correcting a confident headline.", "hint": "Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.", "demonstration": [ "Situation → conflict → consequence", "Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:narrative-2", "completionId": "25-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.narrative-3.v1", "prompt": "Develop a multi-paragraph narrative about an artist deciding how to use difficult feedback.", "hint": "Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.", "demonstration": [ "Situation → conflict → consequence", "Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:narrative-3", "completionId": "35-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.narrative-4.v1", "prompt": "Develop a multi-paragraph narrative about a musician learning the value of a pause.", "hint": "Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.", "demonstration": [ "Situation → conflict → consequence", "Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:narrative-4", "completionId": "45-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.narrative-5.v1", "prompt": "Develop a multi-paragraph narrative about a council balancing two reasonable needs.", "hint": "Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.", "demonstration": [ "Situation → conflict → consequence", "Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:narrative-5", "completionId": "54-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.narrative-6.v1", "prompt": "Develop a multi-paragraph narrative about a visitor challenging a museum caption.", "hint": "Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.", "demonstration": [ "Situation → conflict → consequence", "Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:narrative-6", "completionId": "61-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.narrative-7.v1", "prompt": "Develop a multi-paragraph narrative about an inventor admitting a limit in a model.", "hint": "Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.", "demonstration": [ "Situation → conflict → consequence", "Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:narrative-7", "completionId": "68-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.narrative-8.v1", "prompt": "Develop a multi-paragraph narrative about a friend keeping a promise in an unexpected way.", "hint": "Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.", "demonstration": [ "Situation → conflict → consequence", "Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:narrative-8", "completionId": "75-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.narrative-9.v1", "prompt": "Develop a multi-paragraph narrative about a character revisiting a place that has changed.", "hint": "Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.", "demonstration": [ "Situation → conflict → consequence", "Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:narrative-9", "completionId": "82-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.narrative-10.v1", "prompt": "Develop a multi-paragraph narrative about a navigator choosing between a shortcut and a reliable route.", "hint": "Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.", "demonstration": [ "Situation → conflict → consequence", "Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:narrative-10", "completionId": "86-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.narrative-11.v1", "prompt": "Develop a multi-paragraph narrative about a scientist deciding whether a surprising result is a mistake.", "hint": "Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.", "demonstration": [ "Situation → conflict → consequence", "Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:narrative-11", "completionId": "88-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.narrative-12.v1", "prompt": "Develop a multi-paragraph narrative about a reader finding a missing voice in a story.", "hint": "Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.", "demonstration": [ "Situation → conflict → consequence", "Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:narrative-12", "completionId": "90-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.narrative-13.v1", "prompt": "Develop a multi-paragraph narrative about a group changing its definition of success.", "hint": "Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.", "demonstration": [ "Situation → conflict → consequence", "Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:narrative-13", "completionId": "92-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.narrative-14.v1", "prompt": "Develop a multi-paragraph narrative about a character returning something whose value was misunderstood.", "hint": "Establish a narrator and central conflict. Use dialogue, description, and pacing to shape the turning point. Let the conclusion follow from choices and events rather than an unrelated surprise.", "demonstration": [ "Situation → conflict → consequence", "Pip slows a turning point with dialogue and details, then gives a conclusion that follows from the characters’ choices." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:narrative-14", "completionId": "94-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Group adequate evidence into a clear argument", "standard": "5.W-RW.2,5", "demo": [ "Opinion → grouped support → conclusion", "Pip groups related reasons and explains why each piece of evidence supports a distinct opinion." ], "prerequisites": [], "id": "g5.writing.argument", "grade": 5, "subject": "g5-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.writing.argument-0.v1", "prompt": "Write a reasoned argument about a fair plan for improving a fictional library.", "hint": "State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.", "demonstration": [ "Opinion → grouped support → conclusion", "Pip groups related reasons and explains why each piece of evidence supports a distinct opinion." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:argument-0", "completionId": "6-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.argument-1.v1", "prompt": "Write a reasoned argument about which evidence belongs in a history exhibit.", "hint": "State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.", "demonstration": [ "Opinion → grouped support → conclusion", "Pip groups related reasons and explains why each piece of evidence supports a distinct opinion." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:argument-1", "completionId": "16-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.argument-2.v1", "prompt": "Write a reasoned argument about whether a model needs more testing before a presentation.", "hint": "State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.", "demonstration": [ "Opinion → grouped support → conclusion", "Pip groups related reasons and explains why each piece of evidence supports a distinct opinion." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:argument-2", "completionId": "26-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.argument-3.v1", "prompt": "Write a reasoned argument about a way to make a pretend school event more accessible.", "hint": "State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.", "demonstration": [ "Opinion → grouped support → conclusion", "Pip groups related reasons and explains why each piece of evidence supports a distinct opinion." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:argument-3", "completionId": "36-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.argument-4.v1", "prompt": "Write a reasoned argument about which sources best answer a research question.", "hint": "State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.", "demonstration": [ "Opinion → grouped support → conclusion", "Pip groups related reasons and explains why each piece of evidence supports a distinct opinion." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:argument-4", "completionId": "46-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.argument-5.v1", "prompt": "Write a reasoned argument about a design for a small reading shelter.", "hint": "State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.", "demonstration": [ "Opinion → grouped support → conclusion", "Pip groups related reasons and explains why each piece of evidence supports a distinct opinion." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:argument-5", "completionId": "55-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.argument-6.v1", "prompt": "Write a reasoned argument about a recommendation for a classroom book collection.", "hint": "State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.", "demonstration": [ "Opinion → grouped support → conclusion", "Pip groups related reasons and explains why each piece of evidence supports a distinct opinion." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:argument-6", "completionId": "62-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.argument-7.v1", "prompt": "Write a reasoned argument about how to revise an unclear information sign.", "hint": "State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.", "demonstration": [ "Opinion → grouped support → conclusion", "Pip groups related reasons and explains why each piece of evidence supports a distinct opinion." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:argument-7", "completionId": "69-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.argument-8.v1", "prompt": "Write a reasoned argument about a proposal to reduce waste at an imaginary event.", "hint": "State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.", "demonstration": [ "Opinion → grouped support → conclusion", "Pip groups related reasons and explains why each piece of evidence supports a distinct opinion." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:argument-8", "completionId": "76-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.argument-9.v1", "prompt": "Write a reasoned argument about a choice between two ways to present scientific data.", "hint": "State a distinct opinion. Group adequate facts, examples, and reasons into paragraphs, explain their relevance, and end with a conclusion. Identify a limitation rather than overstating your evidence.", "demonstration": [ "Opinion → grouped support → conclusion", "Pip groups related reasons and explains why each piece of evidence supports a distinct opinion." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:argument-9", "completionId": "83-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Synthesize sources in informative paragraphs", "standard": "5.W-RW.3,5", "demo": [ "Sources → headings → explanation", "Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information." ], "prerequisites": [], "id": "g5.writing.information", "grade": 5, "subject": "g5-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.writing.information-0.v1", "prompt": "Explain a reading-space proposal using all three supplied sources.", "story": "A: A fictional survey of 24 current users found 15 preferred quieter seating. B: An access check found a narrow entrance beside the quiet corner. C: A student suggested changing furniture before adding seats. The survey omits nonusers.", "hint": "Group related details into paragraphs with useful headings. Attribute the sources, use precise language, and distinguish facts, interpretations, and limits. Label sample information as supplied.", "demonstration": [ "Sources → headings → explanation", "Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:information-0", "completionId": "7-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.information-organize-0.v1", "prompt": "Try a second organization for your explanation of a reading-space proposal.", "story": "A: A fictional survey of 24 current users found 15 preferred quieter seating. B: An access check found a narrow entrance beside the quiet corner. C: A student suggested changing furniture before adding seats. The survey omits nonusers.", "hint": "Compare a source-by-source draft with one organized by ideas. Explain which structure better serves your audience and why; include a concluding section.", "demonstration": [ "Sources → headings → explanation", "Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:information-organize-0", "completionId": "17-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.information-1.v1", "prompt": "Explain a paper bridge comparison using all three supplied sources.", "story": "A: A folded model held 18 counters over a 12 cm gap. B: A flat model of the same paper held 5 over that gap. C: A second team notes that thicker paper may change the results. These supplied observations are model data.", "hint": "Group related details into paragraphs with useful headings. Attribute the sources, use precise language, and distinguish facts, interpretations, and limits. Label sample information as supplied.", "demonstration": [ "Sources → headings → explanation", "Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:information-1", "completionId": "27-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.information-organize-1.v1", "prompt": "Try a second organization for your explanation of a paper bridge comparison.", "story": "A: A folded model held 18 counters over a 12 cm gap. B: A flat model of the same paper held 5 over that gap. C: A second team notes that thicker paper may change the results. These supplied observations are model data.", "hint": "Compare a source-by-source draft with one organized by ideas. Explain which structure better serves your audience and why; include a concluding section.", "demonstration": [ "Sources → headings → explanation", "Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:information-organize-1", "completionId": "37-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.information-2.v1", "prompt": "Explain a historical transport display using all three supplied sources.", "story": "A: A fictional photograph caption describes a growing market. B: A fictional worker’s letter describes long days. C: A historian’s summary says transportation changed communities unevenly. These invented source summaries are practice material.", "hint": "Group related details into paragraphs with useful headings. Attribute the sources, use precise language, and distinguish facts, interpretations, and limits. Label sample information as supplied.", "demonstration": [ "Sources → headings → explanation", "Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:information-2", "completionId": "47-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.information-organize-2.v1", "prompt": "Try a second organization for your explanation of a historical transport display.", "story": "A: A fictional photograph caption describes a growing market. B: A fictional worker’s letter describes long days. C: A historian’s summary says transportation changed communities unevenly. These invented source summaries are practice material.", "hint": "Compare a source-by-source draft with one organized by ideas. Explain which structure better serves your audience and why; include a concluding section.", "demonstration": [ "Sources → headings → explanation", "Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:information-organize-2", "completionId": "56-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.information-3.v1", "prompt": "Explain a matter investigation using all three supplied sources.", "story": "A: A sealed bag of ice had a recorded weight of 120 g. B: The same sealed bag after melting had a recorded weight of 120 g. C: A note says the container must be included consistently. These are supplied sample measurements.", "hint": "Group related details into paragraphs with useful headings. Attribute the sources, use precise language, and distinguish facts, interpretations, and limits. Label sample information as supplied.", "demonstration": [ "Sources → headings → explanation", "Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:information-3", "completionId": "63-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.information-organize-3.v1", "prompt": "Try a second organization for your explanation of a matter investigation.", "story": "A: A sealed bag of ice had a recorded weight of 120 g. B: The same sealed bag after melting had a recorded weight of 120 g. C: A note says the container must be included consistently. These are supplied sample measurements.", "hint": "Compare a source-by-source draft with one organized by ideas. Explain which structure better serves your audience and why; include a concluding section.", "demonstration": [ "Sources → headings → explanation", "Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:information-organize-3", "completionId": "70-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.information-4.v1", "prompt": "Explain a music interpretation using all three supplied sources.", "story": "A: Two performers kept the same notes but changed the phrasing. B: A listener noticed a pause before the last line. C: Another listener preferred continuous motion. The notes describe responses, not a single correct interpretation.", "hint": "Group related details into paragraphs with useful headings. Attribute the sources, use precise language, and distinguish facts, interpretations, and limits. Label sample information as supplied.", "demonstration": [ "Sources → headings → explanation", "Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:information-4", "completionId": "77-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.information-organize-4.v1", "prompt": "Try a second organization for your explanation of a music interpretation.", "story": "A: Two performers kept the same notes but changed the phrasing. B: A listener noticed a pause before the last line. C: Another listener preferred continuous motion. The notes describe responses, not a single correct interpretation.", "hint": "Compare a source-by-source draft with one organized by ideas. Explain which structure better serves your audience and why; include a concluding section.", "demonstration": [ "Sources → headings → explanation", "Pip uses relevant details from several sources, groups ideas under useful headings, and attributes information." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:information-organize-4", "completionId": "84-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use primary and secondary sources and attribute information", "standard": "5.RS-IP.1; 5.ODC-DC.5–6", "demo": [ "Question → reliability → attribution", "Pip checks who created a source and why, records exact quotations separately from paraphrases, and credits information and images." ], "prerequisites": [], "id": "g5.writing.research", "grade": 5, "subject": "g5-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.writing.research-0.v1", "prompt": "Research a local change documented by an older photograph and a later account.", "hint": "Use sources selected with an adult. A domain name is a clue, not a guarantee of reliability. Keep personal information and private interviews out of the site.", "demonstration": [ "Question → reliability → attribution", "Pip checks who created a source and why, records exact quotations separately from paraphrases, and credits information and images." ], "steps": [ "Write a focused question; select relevant primary and secondary sources with a grown-up.", "Keep quotations distinct from paraphrases, record creators and dates, and check rights before reusing images.", "Compare sources, explain missing information, and prepare a short report with credits and a source list." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:research-0", "completionId": "8-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.research-1.v1", "prompt": "Research how a community protects a water resource.", "hint": "Use sources selected with an adult. A domain name is a clue, not a guarantee of reliability. Keep personal information and private interviews out of the site.", "demonstration": [ "Question → reliability → attribution", "Pip checks who created a source and why, records exact quotations separately from paraphrases, and credits information and images." ], "steps": [ "Write a focused question; select relevant primary and secondary sources with a grown-up.", "Keep quotations distinct from paraphrases, record creators and dates, and check rights before reusing images.", "Compare sources, explain missing information, and prepare a short report with credits and a source list." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:research-1", "completionId": "18-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.research-2.v1", "prompt": "Research a historical invention and its effects on different people.", "hint": "Use sources selected with an adult. A domain name is a clue, not a guarantee of reliability. Keep personal information and private interviews out of the site.", "demonstration": [ "Question → reliability → attribution", "Pip checks who created a source and why, records exact quotations separately from paraphrases, and credits information and images." ], "steps": [ "Write a focused question; select relevant primary and secondary sources with a grown-up.", "Keep quotations distinct from paraphrases, record creators and dates, and check rights before reusing images.", "Compare sources, explain missing information, and prepare a short report with credits and a source list." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:research-2", "completionId": "28-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.research-3.v1", "prompt": "Research how a museum explains an object’s history.", "hint": "Use sources selected with an adult. A domain name is a clue, not a guarantee of reliability. Keep personal information and private interviews out of the site.", "demonstration": [ "Question → reliability → attribution", "Pip checks who created a source and why, records exact quotations separately from paraphrases, and credits information and images." ], "steps": [ "Write a focused question; select relevant primary and secondary sources with a grown-up.", "Keep quotations distinct from paraphrases, record creators and dates, and check rights before reusing images.", "Compare sources, explain missing information, and prepare a short report with credits and a source list." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:research-3", "completionId": "38-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.research-4.v1", "prompt": "Research a question about the purpose of a public artwork.", "hint": "Use sources selected with an adult. A domain name is a clue, not a guarantee of reliability. Keep personal information and private interviews out of the site.", "demonstration": [ "Question → reliability → attribution", "Pip checks who created a source and why, records exact quotations separately from paraphrases, and credits information and images." ], "steps": [ "Write a focused question; select relevant primary and secondary sources with a grown-up.", "Keep quotations distinct from paraphrases, record creators and dates, and check rights before reusing images.", "Compare sources, explain missing information, and prepare a short report with credits and a source list." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:research-4", "completionId": "48-91", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Revise organization, style and register for an audience", "standard": "5.W-RW.6; 5.GC-GU.1g", "demo": [ "Try a new approach", "Pip asks whether the draft serves its audience and tries a different organization when small edits are not enough." ], "prerequisites": [ "g5.writing.narrative" ], "id": "g5.writing.revision", "grade": 5, "subject": "g5-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.writing.revision-0.v1", "prompt": "Revision workshop: try a new opening that establishes the situation sooner.", "hint": "Use your draft or an adult-selected sample. Ask for feedback, compare versions, and explain how the change improves purpose, meaning, or audience fit.", "demonstration": [ "Try a new approach", "Pip asks whether the draft serves its audience and tries a different organization when small edits are not enough." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:revision-0", "completionId": "9-91", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.revision-1.v1", "prompt": "Revision workshop: reorganize evidence into clearer groups.", "hint": "Use your draft or an adult-selected sample. Ask for feedback, compare versions, and explain how the change improves purpose, meaning, or audience fit.", "demonstration": [ "Try a new approach", "Pip asks whether the draft serves its audience and tries a different organization when small edits are not enough." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:revision-1", "completionId": "19-91", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.revision-2.v1", "prompt": "Revision workshop: adapt an informal message into a formal request.", "hint": "Use your draft or an adult-selected sample. Ask for feedback, compare versions, and explain how the change improves purpose, meaning, or audience fit.", "demonstration": [ "Try a new approach", "Pip asks whether the draft serves its audience and tries a different organization when small edits are not enough." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:revision-2", "completionId": "29-91", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.revision-3.v1", "prompt": "Revision workshop: slow the turning point of a narrative without adding irrelevant detail.", "hint": "Use your draft or an adult-selected sample. Ask for feedback, compare versions, and explain how the change improves purpose, meaning, or audience fit.", "demonstration": [ "Try a new approach", "Pip asks whether the draft serves its audience and tries a different organization when small edits are not enough." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:revision-3", "completionId": "39-91", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.writing.revision-4.v1", "prompt": "Revision workshop: repair inconsistent tense and explain why the revision is clearer.", "hint": "Use your draft or an adult-selected sample. Ask for feedback, compare versions, and explain how the change improves purpose, meaning, or audience fit.", "demonstration": [ "Try a new approach", "Pip asks whether the draft serves its audience and tries a different organization when small edits are not enough." ], "workspace": "write", "type": "work", "variantKey": "g5:writing:revision-4", "completionId": "49-91", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Model volume with unit cubes and layers", "standard": "5.MD.C.3–5", "demo": [ "Base layer × number of layers", "Pip counts every cube in one layer, including hidden cubes, and multiplies by the number of equal layers." ], "prerequisites": [], "id": "g5.math.volume", "grade": 5, "subject": "g5-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.math.volume-builders-0.v1", "prompt": "Build a prism 3 units long, 2 wide, and 1 high. Find its volume.", "answer": 6, "volumeIndex": 0, "hint": "One layer has 2 rows of 3 cubes, which is 6 unit cubes. Build 1 layer. Multiply 6 by 1 to find the volume. Each unit cube takes up one cubic unit of space.", "demonstration": [ "Base layer × number of layers", "Pip counts every cube in one layer, including hidden cubes, and multiplies by the number of equal layers." ], "type": "volume-builder", "variantKey": "fifth-grade:volume-builders:0", "completionId": "0-47", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.volume-builders-1.v1", "prompt": "Build a prism 3 units long, 2 wide, and 2 high. Find its volume.", "answer": 12, "volumeIndex": 1, "hint": "One layer has 2 rows of 3 cubes, which is 6 unit cubes. Build 2 layers. Multiply 6 by 2 to find the volume. Each unit cube takes up one cubic unit of space.", "demonstration": [ "Base layer × number of layers", "Pip counts every cube in one layer, including hidden cubes, and multiplies by the number of equal layers." ], "type": "volume-builder", "variantKey": "fifth-grade:volume-builders:1", "completionId": "1-47", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.volume-builders-2.v1", "prompt": "Build a prism 4 units long, 2 wide, and 3 high. Find its volume.", "answer": 24, "volumeIndex": 2, "hint": "One layer has 2 rows of 4 cubes, which is 8 unit cubes. Build 3 layers. Multiply 8 by 3 to find the volume. Each unit cube takes up one cubic unit of space.", "demonstration": [ "Base layer × number of layers", "Pip counts every cube in one layer, including hidden cubes, and multiplies by the number of equal layers." ], "type": "volume-builder", "variantKey": "fifth-grade:volume-builders:2", "completionId": "2-47", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.volume-builders-3.v1", "prompt": "Build a prism 3 units long, 3 wide, and 2 high. Find its volume.", "answer": 18, "volumeIndex": 3, "hint": "One layer has 3 rows of 3 cubes, which is 9 unit cubes. Build 2 layers. Multiply 9 by 2 to find the volume. Each unit cube takes up one cubic unit of space.", "demonstration": [ "Base layer × number of layers", "Pip counts every cube in one layer, including hidden cubes, and multiplies by the number of equal layers." ], "type": "volume-builder", "variantKey": "fifth-grade:volume-builders:3", "completionId": "3-47", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.volume-builders-4.v1", "prompt": "Build a prism 5 units long, 2 wide, and 3 high. Find its volume.", "answer": 30, "volumeIndex": 4, "hint": "One layer has 2 rows of 5 cubes, which is 10 unit cubes. Build 3 layers. Multiply 10 by 3 to find the volume. Each unit cube takes up one cubic unit of space.", "demonstration": [ "Base layer × number of layers", "Pip counts every cube in one layer, including hidden cubes, and multiplies by the number of equal layers." ], "type": "volume-builder", "variantKey": "fifth-grade:volume-builders:4", "completionId": "4-47", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.volume-builders-5.v1", "prompt": "Build a prism 4 units long, 3 wide, and 3 high. Find its volume.", "answer": 36, "volumeIndex": 5, "hint": "One layer has 3 rows of 4 cubes, which is 12 unit cubes. Build 3 layers. Multiply 12 by 3 to find the volume. Each unit cube takes up one cubic unit of space.", "demonstration": [ "Base layer × number of layers", "Pip counts every cube in one layer, including hidden cubes, and multiplies by the number of equal layers." ], "type": "volume-builder", "variantKey": "fifth-grade:volume-builders:5", "completionId": "5-47", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.volume-builders-6.v1", "prompt": "Build a prism 4 units long, 4 wide, and 2 high. Find its volume.", "answer": 32, "volumeIndex": 6, "hint": "One layer has 4 rows of 4 cubes, which is 16 unit cubes. Build 2 layers. Multiply 16 by 2 to find the volume. Each unit cube takes up one cubic unit of space.", "demonstration": [ "Base layer × number of layers", "Pip counts every cube in one layer, including hidden cubes, and multiplies by the number of equal layers." ], "type": "volume-builder", "variantKey": "fifth-grade:volume-builders:6", "completionId": "6-47", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.volume-builders-7.v1", "prompt": "Build a prism 5 units long, 4 wide, and 4 high. Find its volume.", "answer": 80, "volumeIndex": 7, "hint": "One layer has 4 rows of 5 cubes, which is 20 unit cubes. Build 4 layers. Multiply 20 by 4 to find the volume. Each unit cube takes up one cubic unit of space.", "demonstration": [ "Base layer × number of layers", "Pip counts every cube in one layer, including hidden cubes, and multiplies by the number of equal layers." ], "type": "volume-builder", "variantKey": "fifth-grade:volume-builders:7", "completionId": "7-47", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Interpret and evaluate grouped numerical expressions", "standard": "5.OA.A.1–2", "demo": [ "Group first, then operate", "Pip writes three times the sum of four and five as three times the quantity four plus five." ], "prerequisites": [], "id": "g5.math.expressions", "grade": 5, "subject": "g5-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.math.expression-0.v1", "prompt": "Evaluate 3 × (4 + 5).", "answer": 27, "hint": "Calculate inside the parentheses first, then multiply.", "demonstration": [ "Group first, then operate", "Pip writes three times the sum of four and five as three times the quantity four plus five." ], "type": "number", "variantKey": "g5:math:expression-0", "completionId": "1-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.expression-1.v1", "prompt": "Evaluate 6 × (2 + 7).", "answer": 54, "hint": "Calculate inside the parentheses first, then multiply.", "demonstration": [ "Group first, then operate", "Pip writes three times the sum of four and five as three times the quantity four plus five." ], "type": "number", "variantKey": "g5:math:expression-1", "completionId": "13-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.expression-2.v1", "prompt": "Evaluate 4 × (8 + 3).", "answer": 44, "hint": "Calculate inside the parentheses first, then multiply.", "demonstration": [ "Group first, then operate", "Pip writes three times the sum of four and five as three times the quantity four plus five." ], "type": "number", "variantKey": "g5:math:expression-2", "completionId": "25-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.expression-3.v1", "prompt": "Evaluate 5 × (9 + 6).", "answer": 75, "hint": "Calculate inside the parentheses first, then multiply.", "demonstration": [ "Group first, then operate", "Pip writes three times the sum of four and five as three times the quantity four plus five." ], "type": "number", "variantKey": "g5:math:expression-3", "completionId": "37-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.expression-write.v1", "prompt": "Which expression means add 8 and 7, then multiply the sum by 2?", "answer": "2 × (8 + 7)", "options": [ { "label": "2 × (8 + 7)" }, { "label": "2 × 8 + 7" }, { "label": "8 + 7 + 2" } ], "hint": "The grouping must include both numbers in the sum.", "demonstration": [ "Group first, then operate", "Pip writes three times the sum of four and five as three times the quantity four plus five." ], "type": "choice", "variantKey": "g5:math:expression-write", "completionId": "49-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.expression-compare.v1", "prompt": "Without calculating, how does 12 × (7 + 91) compare with (7 + 91)?", "answer": "It is twelve times as large.", "options": [ { "label": "It is twelve times as large." }, { "label": "It is twelve more." }, { "label": "It is the same." } ], "hint": "Treat the entire sum as one quantity.", "demonstration": [ "Group first, then operate", "Pip writes three times the sum of four and five as three times the quantity four plus five." ], "type": "choice", "variantKey": "g5:math:expression-compare", "completionId": "61-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.expression-brackets.v1", "prompt": "Evaluate 50 − [3 × (4 + 6)].", "answer": 20, "hint": "Start with the innermost grouping.", "demonstration": [ "Group first, then operate", "Pip writes three times the sum of four and five as three times the quantity four plus five." ], "type": "number", "variantKey": "g5:math:expression-brackets", "completionId": "71-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.expression-explain.v1", "prompt": "Write two expressions using 2, 4, and 6 whose grouping gives different results.", "hint": "Explain what to calculate first in each and why the results differ.", "demonstration": [ "Group first, then operate", "Pip writes three times the sum of four and five as three times the quantity four plus five." ], "workspace": "write", "type": "work", "variantKey": "g5:math:expression-explain", "completionId": "78-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Connect two numerical patterns and ordered pairs", "standard": "5.OA.B.3", "demo": [ "Two rules → paired terms", "Pip starts both patterns at zero, adds two in one and four in the other, and compares corresponding terms." ], "prerequisites": [], "id": "g5.math.patterns", "grade": 5, "subject": "g5-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.math.patterns-double.v1", "prompt": "Pattern A starts at 0 and adds 3. Pattern B starts at 0 and adds 6. When A is 12, what is B?", "answer": 24, "hint": "Pair terms by their positions in the patterns.", "demonstration": [ "Two rules → paired terms", "Pip starts both patterns at zero, adds two in one and four in the other, and compares corresponding terms." ], "type": "number", "variantKey": "g5:math:patterns-double", "completionId": "2-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.patterns-triple.v1", "prompt": "Pattern A starts at 0 and adds 2. Pattern B starts at 0 and adds 6. When A is 10, what is B?", "answer": 30, "hint": "Generate matching terms and explain their relationship.", "demonstration": [ "Two rules → paired terms", "Pip starts both patterns at zero, adds two in one and four in the other, and compares corresponding terms." ], "type": "number", "variantKey": "g5:math:patterns-triple", "completionId": "14-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.patterns-offset.v1", "prompt": "A starts at 1 and adds 2; B starts at 4 and adds 2. How are corresponding terms related?", "answer": "B is always 3 greater.", "options": [ { "label": "B is always 3 greater." }, { "label": "B is always twice A." }, { "label": "B is always 4 greater." } ], "hint": "Compare several pairs, including the starting pair.", "demonstration": [ "Two rules → paired terms", "Pip starts both patterns at zero, adds two in one and four in the other, and compares corresponding terms." ], "type": "choice", "variantKey": "g5:math:patterns-offset", "completionId": "26-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.patterns-graph-0.v1", "prompt": "Generate, pair, and graph patterns: add 1 and add 2, both starting at 0.", "hint": "List at least five corresponding terms. Plot them as ordered pairs in the first quadrant and explain a relationship using both rules.", "demonstration": [ "Two rules → paired terms", "Pip starts both patterns at zero, adds two in one and four in the other, and compares corresponding terms." ], "workspace": "draw", "type": "work", "variantKey": "g5:math:patterns-graph-0", "completionId": "38-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.math.patterns-graph-1.v1", "prompt": "Generate, pair, and graph patterns: add 2 and add 3, both starting at 0.", "hint": "List at least five corresponding terms. Plot them as ordered pairs in the first quadrant and explain a relationship using both rules.", "demonstration": [ "Two rules → paired terms", "Pip starts both patterns at zero, adds two in one and four in the other, and compares corresponding terms." ], "workspace": "draw", "type": "work", "variantKey": "g5:math:patterns-graph-1", "completionId": "50-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.math.patterns-graph-2.v1", "prompt": "Generate, pair, and graph patterns: add 2 from 1 and add 4 from 2.", "hint": "List at least five corresponding terms. Plot them as ordered pairs in the first quadrant and explain a relationship using both rules.", "demonstration": [ "Two rules → paired terms", "Pip starts both patterns at zero, adds two in one and four in the other, and compares corresponding terms." ], "workspace": "draw", "type": "work", "variantKey": "g5:math:patterns-graph-2", "completionId": "62-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Explain decimal place value through thousandths", "standard": "5.NBT.A.1–4", "demo": [ "Ten times; one tenth", "Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals." ], "prerequisites": [], "id": "g5.math.place", "grade": 5, "subject": "g5-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.math.decimal-expanded.v1", "prompt": "Write 4 + 3/10 + 7/100 + 2/1000 as a decimal.", "answer": 4.372, "hint": "Use a digit for each place, including thousandths.", "demonstration": [ "Ten times; one tenth", "Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals." ], "type": "number", "variantKey": "g5:math:decimal-expanded", "completionId": "3-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.decimal-value.v1", "prompt": "What is the value of the 6 in 2.064?", "answer": 0.06, "hint": "Locate the digit’s place before writing its value.", "demonstration": [ "Ten times; one tenth", "Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals." ], "type": "number", "variantKey": "g5:math:decimal-value", "completionId": "15-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.power-multiply.v1", "prompt": "What is 3.47 × 10²?", "answer": 347, "hint": "Ten squared is one hundred; each digit’s value becomes one hundred times as much.", "demonstration": [ "Ten times; one tenth", "Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals." ], "type": "number", "variantKey": "g5:math:power-multiply", "completionId": "27-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.power-divide.v1", "prompt": "What is 56.2 ÷ 10³?", "answer": 0.0562, "hint": "Ten cubed is one thousand. Track the value of every digit.", "demonstration": [ "Ten times; one tenth", "Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals." ], "type": "number", "variantKey": "g5:math:power-divide", "completionId": "39-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.place-ratio.v1", "prompt": "The first 5 in 5.55 is how many times the value of the next 5?", "answer": "10 times", "options": [ { "label": "10 times" }, { "label": "100 times" }, { "label": "the same value" } ], "hint": "Adjacent places differ by a factor of ten.", "demonstration": [ "Ten times; one tenth", "Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals." ], "type": "choice", "variantKey": "g5:math:place-ratio", "completionId": "51-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.decimal-compare-0.v1", "prompt": "Compare 1.407 ___ 1.470.", "answer": "<", "options": [ { "label": "<" }, { "label": ">" }, { "label": "=" } ], "hint": "Compare place values from left to right.", "demonstration": [ "Ten times; one tenth", "Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals." ], "type": "choice", "variantKey": "g5:math:decimal-compare-0", "completionId": "63-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.decimal-compare-1.v1", "prompt": "Compare 0.608 ___ 0.680.", "answer": "<", "options": [ { "label": "<" }, { "label": ">" }, { "label": "=" } ], "hint": "Compare place values from left to right.", "demonstration": [ "Ten times; one tenth", "Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals." ], "type": "choice", "variantKey": "g5:math:decimal-compare-1", "completionId": "72-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.decimal-compare-2.v1", "prompt": "Compare 3.500 ___ 3.500.", "answer": "=", "options": [ { "label": "=" }, { "label": "<" }, { "label": ">" } ], "hint": "Compare place values from left to right.", "demonstration": [ "Ten times; one tenth", "Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals." ], "type": "choice", "variantKey": "g5:math:decimal-compare-2", "completionId": "79-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.round-hundredth.v1", "prompt": "Round 8.367 to the nearest hundredth.", "answer": 8.37, "hint": "Locate neighboring hundredths and decide which is nearer.", "demonstration": [ "Ten times; one tenth", "Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals." ], "type": "number", "variantKey": "g5:math:round-hundredth", "completionId": "84-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.round-whole.v1", "prompt": "Round 19.508 to the nearest whole number.", "answer": 20, "hint": "Compare the number with the halfway point.", "demonstration": [ "Ten times; one tenth", "Pip compares the values of the same digit in adjacent places, then uses place value to compare and round decimals." ], "type": "number", "variantKey": "g5:math:round-whole", "completionId": "88-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Calculate multi-digit products and quotients", "standard": "5.NBT.B.5–6", "demo": [ "Estimate → calculate → check", "Pip estimates a product, uses a written method, and checks a quotient by multiplying back." ], "prerequisites": [], "id": "g5.math.calculate", "grade": 5, "subject": "g5-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.math.whole-0.v1", "prompt": "304 × 23 = ?", "answer": 6992, "operation": { "a": 304, "b": 23, "op": "×" }, "hint": "Estimate first, use a written method, and check with a related operation.", "demonstration": [ "Estimate → calculate → check", "Pip estimates a product, uses a written method, and checks a quotient by multiplying back." ], "type": "number", "variantKey": "g5:math:whole-0", "completionId": "4-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.whole-1.v1", "prompt": "1206 × 34 = ?", "answer": 41004, "operation": { "a": 1206, "b": 34, "op": "×" }, "hint": "Estimate first, use a written method, and check with a related operation.", "demonstration": [ "Estimate → calculate → check", "Pip estimates a product, uses a written method, and checks a quotient by multiplying back." ], "type": "number", "variantKey": "g5:math:whole-1", "completionId": "16-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.whole-2.v1", "prompt": "246 × 135 = ?", "answer": 33210, "operation": { "a": 246, "b": 135, "op": "×" }, "hint": "Estimate first, use a written method, and check with a related operation.", "demonstration": [ "Estimate → calculate → check", "Pip estimates a product, uses a written method, and checks a quotient by multiplying back." ], "type": "number", "variantKey": "g5:math:whole-2", "completionId": "28-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.whole-3.v1", "prompt": "408 × 207 = ?", "answer": 84456, "operation": { "a": 408, "b": 207, "op": "×" }, "hint": "Estimate first, use a written method, and check with a related operation.", "demonstration": [ "Estimate → calculate → check", "Pip estimates a product, uses a written method, and checks a quotient by multiplying back." ], "type": "number", "variantKey": "g5:math:whole-3", "completionId": "40-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.whole-4.v1", "prompt": "3456 ÷ 24 = ?", "answer": 144, "operation": { "a": 3456, "b": 24, "op": "÷" }, "hint": "Estimate first, use a written method, and check with a related operation.", "demonstration": [ "Estimate → calculate → check", "Pip estimates a product, uses a written method, and checks a quotient by multiplying back." ], "type": "number", "variantKey": "g5:math:whole-4", "completionId": "52-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.whole-5.v1", "prompt": "6912 ÷ 32 = ?", "answer": 216, "operation": { "a": 6912, "b": 32, "op": "÷" }, "hint": "Estimate first, use a written method, and check with a related operation.", "demonstration": [ "Estimate → calculate → check", "Pip estimates a product, uses a written method, and checks a quotient by multiplying back." ], "type": "number", "variantKey": "g5:math:whole-5", "completionId": "64-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.whole-6.v1", "prompt": "8748 ÷ 36 = ?", "answer": 243, "operation": { "a": 8748, "b": 36, "op": "÷" }, "hint": "Estimate first, use a written method, and check with a related operation.", "demonstration": [ "Estimate → calculate → check", "Pip estimates a product, uses a written method, and checks a quotient by multiplying back." ], "type": "number", "variantKey": "g5:math:whole-6", "completionId": "73-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Explain algorithms and calculation models", "standard": "5.NBT.B.5–7", "demo": [ "Explain each step", "Pip labels partial products or quotient groups and explains their place values to a listener." ], "prerequisites": [], "id": "g5.math.methods", "grade": 5, "subject": "g5-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.math.method-0.v1", "prompt": "Explain the standard multiplication algorithm for 2,304 × 26.", "hint": "Show place values and explain each step to a grown-up. A final numerical answer alone does not show the method.", "demonstration": [ "Explain each step", "Pip labels partial products or quotient groups and explains their place values to a listener." ], "workspace": "write", "type": "work", "variantKey": "g5:math:method-0", "completionId": "80-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.math.decimal-method-0.v1", "prompt": "Explain with a model why 0.4 × 0.3 equals 0.12.", "hint": "Connect the drawing to a written calculation. Explain the units or size of each part.", "demonstration": [ "Explain each step", "Pip labels partial products or quotient groups and explains their place values to a listener." ], "workspace": "draw", "type": "work", "variantKey": "g5:math:decimal-method-0", "completionId": "82-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.math.method-1.v1", "prompt": "Explain a quotient model or partial quotients for 4,536 ÷ 18.", "hint": "Show place values and explain each step to a grown-up. A final numerical answer alone does not show the method.", "demonstration": [ "Explain each step", "Pip labels partial products or quotient groups and explains their place values to a listener." ], "workspace": "write", "type": "work", "variantKey": "g5:math:method-1", "completionId": "85-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.math.decimal-method-1.v1", "prompt": "Show why 2.4 ÷ 0.6 counts four groups.", "hint": "Connect the drawing to a written calculation. Explain the units or size of each part.", "demonstration": [ "Explain each step", "Pip labels partial products or quotient groups and explains their place values to a listener." ], "workspace": "draw", "type": "work", "variantKey": "g5:math:decimal-method-1", "completionId": "87-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.math.method-2.v1", "prompt": "Compare an area model and a written method for 126 × 204.", "hint": "Show place values and explain each step to a grown-up. A final numerical answer alone does not show the method.", "demonstration": [ "Explain each step", "Pip labels partial products or quotient groups and explains their place values to a listener." ], "workspace": "write", "type": "work", "variantKey": "g5:math:method-2", "completionId": "89-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.math.decimal-method-2.v1", "prompt": "Use place value to explain 5.02 − 1.87.", "hint": "Connect the drawing to a written calculation. Explain the units or size of each part.", "demonstration": [ "Explain each step", "Pip labels partial products or quotient groups and explains their place values to a listener." ], "workspace": "draw", "type": "work", "variantKey": "g5:math:decimal-method-2", "completionId": "91-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Add and subtract unlike-denominator fractions", "standard": "5.NF.A.1–2", "demo": [ "Same-size parts first", "Pip renames one half and one third as sixths before adding them." ], "prerequisites": [], "id": "g5.math.fractionSum", "grade": 5, "subject": "g5-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.math.fraction-sum-0.v1", "prompt": "1/2 + 1/3 = ?", "answerFraction": { "n": 5, "d": 6 }, "hint": "Rename with equal-sized parts. Use a benchmark estimate to check your answer.", "demonstration": [ "Same-size parts first", "Pip renames one half and one third as sixths before adding them." ], "type": "fraction-answer", "variantKey": "g5:math:fraction-sum-0", "completionId": "5-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.fraction-sum-1.v1", "prompt": "3/4 + 2/5 = ?", "answerFraction": { "n": 23, "d": 20 }, "hint": "Rename with equal-sized parts. Use a benchmark estimate to check your answer.", "demonstration": [ "Same-size parts first", "Pip renames one half and one third as sixths before adding them." ], "type": "fraction-answer", "variantKey": "g5:math:fraction-sum-1", "completionId": "17-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.fraction-sum-2.v1", "prompt": "5/6 − 1/4 = ?", "answerFraction": { "n": 14, "d": 24 }, "hint": "Rename with equal-sized parts. Use a benchmark estimate to check your answer.", "demonstration": [ "Same-size parts first", "Pip renames one half and one third as sixths before adding them." ], "type": "fraction-answer", "variantKey": "g5:math:fraction-sum-2", "completionId": "29-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.fraction-sum-3.v1", "prompt": "7/8 − 1/3 = ?", "answerFraction": { "n": 13, "d": 24 }, "hint": "Rename with equal-sized parts. Use a benchmark estimate to check your answer.", "demonstration": [ "Same-size parts first", "Pip renames one half and one third as sixths before adding them." ], "type": "fraction-answer", "variantKey": "g5:math:fraction-sum-3", "completionId": "41-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.fraction-sum-4.v1", "prompt": "2 1/3 + 1 1/4 = ?", "answerFraction": { "n": 43, "d": 12 }, "hint": "Rename with equal-sized parts. Use a benchmark estimate to check your answer.", "demonstration": [ "Same-size parts first", "Pip renames one half and one third as sixths before adding them." ], "type": "fraction-answer", "variantKey": "g5:math:fraction-sum-4", "completionId": "53-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.fraction-sum-5.v1", "prompt": "3 1/4 − 1 2/3 = ?", "answerFraction": { "n": 19, "d": 12 }, "hint": "Rename with equal-sized parts. Use a benchmark estimate to check your answer.", "demonstration": [ "Same-size parts first", "Pip renames one half and one third as sixths before adding them." ], "type": "fraction-answer", "variantKey": "g5:math:fraction-sum-5", "completionId": "65-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.fraction-justify.v1", "prompt": "A recipe uses 2/3 cup of oats and 3/4 cup of seeds. Model and explain the total amount.", "hint": "Draw both amounts with the same whole, rename equal-sized parts, and justify why the result lies between one and two cups.", "demonstration": [ "Same-size parts first", "Pip renames one half and one third as sixths before adding them." ], "workspace": "draw", "type": "work", "variantKey": "g5:math:fraction-justify", "completionId": "99-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Multiply fractions and interpret scaling", "standard": "5.NF.B.4–6", "demo": [ "A fraction of a fraction", "Pip shades half of three fourths in a rectangle and counts three eighths of the whole." ], "prerequisites": [ "g5.math.fractionSum" ], "id": "g5.math.fractionProduct", "grade": 5, "subject": "g5-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.math.fraction-product-0.v1", "prompt": "2/3 × 3/4 = ?", "answerFraction": { "n": 6, "d": 12 }, "hint": "Use a fraction of a fraction or a rectangular area model, then check the size of the product.", "demonstration": [ "A fraction of a fraction", "Pip shades half of three fourths in a rectangle and counts three eighths of the whole." ], "type": "fraction-answer", "variantKey": "g5:math:fraction-product-0", "completionId": "74-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.fraction-product-1.v1", "prompt": "5/6 × 2/5 = ?", "answerFraction": { "n": 10, "d": 30 }, "hint": "Use a fraction of a fraction or a rectangular area model, then check the size of the product.", "demonstration": [ "A fraction of a fraction", "Pip shades half of three fourths in a rectangle and counts three eighths of the whole." ], "type": "fraction-answer", "variantKey": "g5:math:fraction-product-1", "completionId": "81-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.fraction-product-2.v1", "prompt": "2 1/3 × 1 1/2 = ?", "answerFraction": { "n": 21, "d": 6 }, "hint": "Use a fraction of a fraction or a rectangular area model, then check the size of the product.", "demonstration": [ "A fraction of a fraction", "Pip shades half of three fourths in a rectangle and counts three eighths of the whole." ], "type": "fraction-answer", "variantKey": "g5:math:fraction-product-2", "completionId": "86-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.fraction-product-3.v1", "prompt": "A rectangle is 3/4 m long and 2/3 m wide. What is its area in square meters?", "answerFraction": { "n": 6, "d": 12 }, "hint": "Use a fraction of a fraction or a rectangular area model, then check the size of the product.", "demonstration": [ "A fraction of a fraction", "Pip shades half of three fourths in a rectangle and counts three eighths of the whole." ], "type": "fraction-answer", "variantKey": "g5:math:fraction-product-3", "completionId": "90-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.scale-smaller.v1", "prompt": "Without multiplying, compare (3/4) × 225 with 225.", "answer": "It is smaller than 225.", "options": [ { "label": "It is smaller than 225." }, { "label": "It is larger than 225." }, { "label": "It is equal to 225." } ], "hint": "The positive multiplier is less than one.", "demonstration": [ "A fraction of a fraction", "Pip shades half of three fourths in a rectangle and counts three eighths of the whole." ], "type": "choice", "variantKey": "g5:math:scale-smaller", "completionId": "96-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.scale-larger.v1", "prompt": "Without multiplying, compare (3/2) × (11/50) with 11/50.", "answer": "It is larger than 11/50.", "options": [ { "label": "It is larger than 11/50." }, { "label": "It is smaller than 11/50." }, { "label": "It is equal to 11/50." } ], "hint": "The multiplier is greater than one and the starting amount is positive.", "demonstration": [ "A fraction of a fraction", "Pip shades half of three fourths in a rectangle and counts three eighths of the whole." ], "type": "choice", "variantKey": "g5:math:scale-larger", "completionId": "97-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Interpret fractions as division and divide unit fractions", "standard": "5.NF.B.3,7", "demo": [ "Share equally or count groups", "Pip shares one half into three equal pieces, then checks that three sixths rebuild one half." ], "prerequisites": [ "g5.math.fractionSum" ], "id": "g5.math.fractionDivision", "grade": 5, "subject": "g5-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.math.unit-share.v1", "prompt": "Share 1/3 of a meter of ribbon equally among 4 projects. How many meters per project?", "answerFraction": { "n": 1, "d": 12 }, "hint": "Split a third into four equal pieces; multiplication can check your quotient.", "demonstration": [ "Share equally or count groups", "Pip shares one half into three equal pieces, then checks that three sixths rebuild one half." ], "type": "fraction-answer", "variantKey": "g5:math:unit-share", "completionId": "92-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.unit-divide.v1", "prompt": "What is 1/5 ÷ 3?", "answerFraction": { "n": 1, "d": 15 }, "hint": "Share one fifth into three equal parts.", "demonstration": [ "Share equally or count groups", "Pip shares one half into three equal pieces, then checks that three sixths rebuild one half." ], "type": "fraction-answer", "variantKey": "g5:math:unit-divide", "completionId": "93-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.whole-unit.v1", "prompt": "How many 1/4-cup servings fit in 3 cups?", "answer": 12, "hint": "Count groups of one fourth in each whole cup.", "demonstration": [ "Share equally or count groups", "Pip shares one half into three equal pieces, then checks that three sixths rebuild one half." ], "type": "number", "variantKey": "g5:math:whole-unit", "completionId": "94-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.whole-unit-two.v1", "prompt": "What is 5 ÷ (1/6)?", "answer": 30, "hint": "Find how many sixths make five wholes.", "demonstration": [ "Share equally or count groups", "Pip shares one half into three equal pieces, then checks that three sixths rebuild one half." ], "type": "number", "variantKey": "g5:math:whole-unit-two", "completionId": "95-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.equal-share.v1", "prompt": "Five equal loaves are shared equally among 8 groups. How many loaves does each group receive?", "answerFraction": { "n": 5, "d": 8 }, "hint": "Interpret division of whole numbers as a fraction.", "demonstration": [ "Share equally or count groups", "Pip shares one half into three equal pieces, then checks that three sixths rebuild one half." ], "type": "fraction-answer", "variantKey": "g5:math:equal-share", "completionId": "98-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Calculate with decimals to hundredths", "standard": "5.NBT.B.7", "demo": [ "Keep the units meaningful", "Pip uses place value to combine decimal amounts and checks that the size of the answer fits the problem." ], "prerequisites": [ "g5.math.place" ], "id": "g5.math.decimals", "grade": 5, "subject": "g5-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.math.decimal-operation-0.v1", "prompt": "3.47 + 2.86 = ?", "answer": 6.33, "operation": { "a": 3.47, "b": 2.86, "op": "+" }, "hint": "Use place value or a model, then check with estimation or a related operation.", "demonstration": [ "Keep the units meaningful", "Pip uses place value to combine decimal amounts and checks that the size of the answer fits the problem." ], "type": "number", "variantKey": "g5:math:decimal-operation-0", "completionId": "6-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.decimal-operation-1.v1", "prompt": "8.2 − 3.76 = ?", "answer": 4.44, "operation": { "a": 8.2, "b": 3.76, "op": "−" }, "hint": "Use place value or a model, then check with estimation or a related operation.", "demonstration": [ "Keep the units meaningful", "Pip uses place value to combine decimal amounts and checks that the size of the answer fits the problem." ], "type": "number", "variantKey": "g5:math:decimal-operation-1", "completionId": "18-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.decimal-operation-2.v1", "prompt": "2.4 × 1.5 = ?", "answer": 3.6, "operation": { "a": 2.4, "b": 1.5, "op": "×" }, "hint": "Use place value or a model, then check with estimation or a related operation.", "demonstration": [ "Keep the units meaningful", "Pip uses place value to combine decimal amounts and checks that the size of the answer fits the problem." ], "type": "number", "variantKey": "g5:math:decimal-operation-2", "completionId": "30-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.decimal-operation-3.v1", "prompt": "0.8 × 0.05 = ?", "answer": 0.04, "operation": { "a": 0.8, "b": 0.05, "op": "×" }, "hint": "Use place value or a model, then check with estimation or a related operation.", "demonstration": [ "Keep the units meaningful", "Pip uses place value to combine decimal amounts and checks that the size of the answer fits the problem." ], "type": "number", "variantKey": "g5:math:decimal-operation-3", "completionId": "42-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.decimal-operation-4.v1", "prompt": "7.2 ÷ 0.3 = ?", "answer": 24, "operation": { "a": 7.2, "b": 0.3, "op": "÷" }, "hint": "Use place value or a model, then check with estimation or a related operation.", "demonstration": [ "Keep the units meaningful", "Pip uses place value to combine decimal amounts and checks that the size of the answer fits the problem." ], "type": "number", "variantKey": "g5:math:decimal-operation-4", "completionId": "54-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.decimal-operation-5.v1", "prompt": "6.75 ÷ 0.25 = ?", "answer": 27, "operation": { "a": 6.75, "b": 0.25, "op": "÷" }, "hint": "Use place value or a model, then check with estimation or a related operation.", "demonstration": [ "Keep the units meaningful", "Pip uses place value to combine decimal amounts and checks that the size of the answer fits the problem." ], "type": "number", "variantKey": "g5:math:decimal-operation-5", "completionId": "66-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.decimal-operation-6.v1", "prompt": "0.96 ÷ 4 = ?", "answer": 0.24, "operation": { "a": 0.96, "b": 4, "op": "÷" }, "hint": "Use place value or a model, then check with estimation or a related operation.", "demonstration": [ "Keep the units meaningful", "Pip uses place value to combine decimal amounts and checks that the size of the answer fits the problem." ], "type": "number", "variantKey": "g5:math:decimal-operation-6", "completionId": "75-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Convert measurements within one system", "standard": "5.MD.A.1", "demo": [ "Choose units before calculating", "Pip converts centimeters to meters using one hundred centimeters per meter, then solves the rest of the problem." ], "prerequisites": [], "id": "g5.math.measure", "grade": 5, "subject": "g5-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.math.cm-m.v1", "prompt": "Convert 275 centimeters to meters.", "answer": 2.75, "hint": "One hundred centimeters make one meter.", "demonstration": [ "Choose units before calculating", "Pip converts centimeters to meters using one hundred centimeters per meter, then solves the rest of the problem." ], "type": "number", "variantKey": "g5:math:cm-m", "completionId": "7-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.kg-g.v1", "prompt": "Convert 1.25 kilograms to grams.", "answer": 1250, "hint": "Each kilogram is one thousand grams.", "demonstration": [ "Choose units before calculating", "Pip converts centimeters to meters using one hundred centimeters per meter, then solves the rest of the problem." ], "type": "number", "variantKey": "g5:math:kg-g", "completionId": "19-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.ml-l.v1", "prompt": "A container has 2 liters. Remove 350 milliliters. How many liters remain?", "answer": 1.65, "hint": "Use one thousand milliliters per liter and consistent units.", "demonstration": [ "Choose units before calculating", "Pip converts centimeters to meters using one hundred centimeters per meter, then solves the rest of the problem." ], "type": "number", "variantKey": "g5:math:ml-l", "completionId": "31-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.feet-yards.v1", "prompt": "Convert 7.5 feet to yards.", "answer": 2.5, "hint": "Each yard is three feet.", "demonstration": [ "Choose units before calculating", "Pip converts centimeters to meters using one hundred centimeters per meter, then solves the rest of the problem." ], "type": "number", "variantKey": "g5:math:feet-yards", "completionId": "43-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.time.v1", "prompt": "A task lasts 1.5 hours and another lasts 45 minutes. How many minutes altogether?", "answer": 135, "hint": "Convert the hours to minutes first.", "demonstration": [ "Choose units before calculating", "Pip converts centimeters to meters using one hundred centimeters per meter, then solves the rest of the problem." ], "type": "number", "variantKey": "g5:math:time", "completionId": "55-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.measure-plan.v1", "prompt": "Plan two ways to solve a ribbon problem using meters and centimeters.", "hint": "Invent realistic lengths, convert within the metric system, and explain why both methods give equivalent answers.", "demonstration": [ "Choose units before calculating", "Pip converts centimeters to meters using one hundred centimeters per meter, then solves the rest of the problem." ], "workspace": "write", "type": "work", "variantKey": "g5:math:measure-plan", "completionId": "67-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use volume formulas and add non-overlapping volumes", "standard": "5.MD.C.5", "demo": [ "Two prisms, no overlap", "Pip splits a solid into two non-overlapping rectangular prisms, calculates each volume, and adds them." ], "prerequisites": [ "g5.math.volume" ], "id": "g5.math.composite", "grade": 5, "subject": "g5-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.math.volume-1.v1", "prompt": "A prism is 8 cm by 5 cm by 4 cm. Find its volume in cubic centimeters.", "answer": 160, "hint": "Multiply the area of a base by the height.", "demonstration": [ "Two prisms, no overlap", "Pip splits a solid into two non-overlapping rectangular prisms, calculates each volume, and adds them." ], "type": "number", "variantKey": "g5:math:volume-1", "completionId": "8-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.volume-base.v1", "prompt": "A prism has base area 24 square inches and height 7 inches. Find its volume in cubic inches.", "answer": 168, "hint": "Volume equals base area times height.", "demonstration": [ "Two prisms, no overlap", "Pip splits a solid into two non-overlapping rectangular prisms, calculates each volume, and adds them." ], "type": "number", "variantKey": "g5:math:volume-base", "completionId": "20-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.volume-height.v1", "prompt": "A prism has volume 180 cubic cm and base area 30 square cm. Find its height in cm.", "answer": 6, "hint": "Find the missing factor.", "demonstration": [ "Two prisms, no overlap", "Pip splits a solid into two non-overlapping rectangular prisms, calculates each volume, and adds them." ], "type": "number", "variantKey": "g5:math:volume-height", "completionId": "32-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.volume-joined.v1", "prompt": "Two non-overlapping prisms have volumes 48 and 30 cubic units. What is their combined volume?", "answer": 78, "hint": "Add non-overlapping parts; do not count any cube twice.", "demonstration": [ "Two prisms, no overlap", "Pip splits a solid into two non-overlapping rectangular prisms, calculates each volume, and adds them." ], "type": "number", "variantKey": "g5:math:volume-joined", "completionId": "44-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.volume-two.v1", "prompt": "A solid joins non-overlapping prisms 4×3×2 and 2×3×5 units. Find its volume in cubic units.", "answer": 54, "hint": "Calculate both volumes and add.", "demonstration": [ "Two prisms, no overlap", "Pip splits a solid into two non-overlapping rectangular prisms, calculates each volume, and adds them." ], "type": "number", "variantKey": "g5:math:volume-two", "completionId": "56-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.volume-explain-0.v1", "prompt": "Draw two different prisms with volume 36 cubic units.", "hint": "Use a sketch or safe blocks and explain the cubic units, gaps, overlaps, and hidden cubes to a grown-up.", "demonstration": [ "Two prisms, no overlap", "Pip splits a solid into two non-overlapping rectangular prisms, calculates each volume, and adds them." ], "workspace": "draw", "type": "work", "variantKey": "g5:math:volume-explain-0", "completionId": "68-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.math.volume-explain-1.v1", "prompt": "Split a step-shaped solid into two non-overlapping prisms and label the dimensions.", "hint": "Use a sketch or safe blocks and explain the cubic units, gaps, overlaps, and hidden cubes to a grown-up.", "demonstration": [ "Two prisms, no overlap", "Pip splits a solid into two non-overlapping rectangular prisms, calculates each volume, and adds them." ], "workspace": "draw", "type": "work", "variantKey": "g5:math:volume-explain-1", "completionId": "76-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.math.volume-explain-2.v1", "prompt": "Explain why counting only visible cube faces does not measure a prism’s volume.", "hint": "Use a sketch or safe blocks and explain the cubic units, gaps, overlaps, and hidden cubes to a grown-up.", "demonstration": [ "Two prisms, no overlap", "Pip splits a solid into two non-overlapping rectangular prisms, calculates each volume, and adds them." ], "workspace": "draw", "type": "work", "variantKey": "g5:math:volume-explain-2", "completionId": "83-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Plot and interpret first-quadrant coordinates", "standard": "5.G.A.1–2", "demo": [ "Across x, then up y", "Pip starts at zero, moves three units along the horizontal axis and two up to plot the ordered pair three, two." ], "prerequisites": [], "id": "g5.math.coordinates", "grade": 5, "subject": "g5-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.math.coordinates-0.v1", "prompt": "Plot (2, 4) on the coordinate plane. Choose x and y, then check.", "point": { "x": 2, "y": 4 }, "coordinateMode": "plot", "hint": "Start at the origin. The first coordinate goes across the x-axis; the second goes up the y-axis.", "demonstration": [ "Across x, then up y", "Pip starts at zero, moves three units along the horizontal axis and two up to plot the ordered pair three, two." ], "type": "coordinates", "variantKey": "g5:math:coordinates-0", "completionId": "9-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.coordinates-1.v1", "prompt": "Plot (5, 1) on the coordinate plane. Choose x and y, then check.", "point": { "x": 5, "y": 1 }, "coordinateMode": "plot", "hint": "Start at the origin. The first coordinate goes across the x-axis; the second goes up the y-axis.", "demonstration": [ "Across x, then up y", "Pip starts at zero, moves three units along the horizontal axis and two up to plot the ordered pair three, two." ], "type": "coordinates", "variantKey": "g5:math:coordinates-1", "completionId": "21-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.coordinates-2.v1", "prompt": "Plot (0, 3) on the coordinate plane. Choose x and y, then check.", "point": { "x": 0, "y": 3 }, "coordinateMode": "plot", "hint": "Start at the origin. The first coordinate goes across the x-axis; the second goes up the y-axis.", "demonstration": [ "Across x, then up y", "Pip starts at zero, moves three units along the horizontal axis and two up to plot the ordered pair three, two." ], "type": "coordinates", "variantKey": "g5:math:coordinates-2", "completionId": "33-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.coordinates-3.v1", "prompt": "Read the blue point. Choose its x and y coordinates, then check.", "point": { "x": 4, "y": 0 }, "coordinateMode": "read", "hint": "Start at the origin. The first coordinate goes across the x-axis; the second goes up the y-axis.", "demonstration": [ "Across x, then up y", "Pip starts at zero, moves three units along the horizontal axis and two up to plot the ordered pair three, two." ], "type": "coordinates", "variantKey": "g5:math:coordinates-3", "completionId": "45-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.coordinates-4.v1", "prompt": "Read the blue point. Choose its x and y coordinates, then check.", "point": { "x": 3, "y": 5 }, "coordinateMode": "read", "hint": "Start at the origin. The first coordinate goes across the x-axis; the second goes up the y-axis.", "demonstration": [ "Across x, then up y", "Pip starts at zero, moves three units along the horizontal axis and two up to plot the ordered pair three, two." ], "type": "coordinates", "variantKey": "g5:math:coordinates-4", "completionId": "57-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.coordinates-5.v1", "prompt": "Read the blue point. Choose its x and y coordinates, then check.", "point": { "x": 6, "y": 2 }, "coordinateMode": "read", "hint": "Start at the origin. The first coordinate goes across the x-axis; the second goes up the y-axis.", "demonstration": [ "Across x, then up y", "Pip starts at zero, moves three units along the horizontal axis and two up to plot the ordered pair three, two." ], "type": "coordinates", "variantKey": "g5:math:coordinates-5", "completionId": "69-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Classify shapes in a hierarchy using attributes", "standard": "5.G.B.3–4", "demo": [ "A square is also a rectangle", "Pip checks four right angles to show that every square belongs to the rectangle category." ], "prerequisites": [], "id": "g5.math.geometry", "grade": 5, "subject": "g5-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.math.shape-hierarchy.v1", "prompt": "Which statement is always true?", "answer": "Every square is a rectangle.", "options": [ { "label": "Every square is a rectangle." }, { "label": "Every rectangle is a square." }, { "label": "Every quadrilateral is a rectangle." } ], "hint": "A square has every attribute needed to be a rectangle.", "demonstration": [ "A square is also a rectangle", "Pip checks four right angles to show that every square belongs to the rectangle category." ], "type": "choice", "variantKey": "g5:math:shape-hierarchy", "completionId": "10-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.rhombus.v1", "prompt": "A quadrilateral has four equal sides but no right angles. Which category fits?", "answer": "rhombus", "options": [ { "label": "rhombus" }, { "label": "square" }, { "label": "rectangle" } ], "hint": "Use defining attributes rather than the shape’s orientation.", "demonstration": [ "A square is also a rectangle", "Pip checks four right angles to show that every square belongs to the rectangle category." ], "type": "choice", "variantKey": "g5:math:rhombus", "completionId": "22-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.rectangle-parallelogram.v1", "prompt": "Why is every rectangle a parallelogram?", "answer": "It has two pairs of parallel sides.", "options": [ { "label": "It has two pairs of parallel sides." }, { "label": "It always has four equal sides." }, { "label": "It has exactly three sides." } ], "hint": "A more specific group retains the attributes of its larger group.", "demonstration": [ "A square is also a rectangle", "Pip checks four right angles to show that every square belongs to the rectangle category." ], "type": "choice", "variantKey": "g5:math:rectangle-parallelogram", "completionId": "34-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.shape-tree.v1", "prompt": "Draw a classification tree connecting quadrilaterals, parallelograms, rectangles, rhombuses, and squares.", "hint": "Use an inclusive hierarchy and explain why squares belong to both rectangles and rhombuses.", "demonstration": [ "A square is also a rectangle", "Pip checks four right angles to show that every square belongs to the rectangle category." ], "workspace": "draw", "type": "work", "variantKey": "g5:math:shape-tree", "completionId": "46-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.math.triangle-classify.v1", "prompt": "Classify several triangles by side lengths and angle types.", "hint": "Draw examples and explain which categories can overlap. Use attributes, not which way a triangle points.", "demonstration": [ "A square is also a rectangle", "Pip checks four right angles to show that every square belongs to the rectangle category." ], "workspace": "draw", "type": "work", "variantKey": "g5:math:triangle-classify", "completionId": "58-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Solve problems using fractional and decimal data", "standard": "5.MD.B.2", "demo": [ "Every mark represents a value", "Pip adds all measurements, then shares the total equally to describe a fair redistribution." ], "prerequisites": [ "g5.math.fractionSum" ], "id": "g5.math.data", "grade": 5, "subject": "g5-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.math.plot-total.v1", "prompt": "The plot shows ribbon lengths in inches. Find the total length.", "answerFraction": { "n": 7, "d": 4 }, "fractionPlot": { "d": 4, "rows": [ [ 1, 1 ], [ 2, 1 ], [ 4, 1 ] ] }, "hint": "Add every measurement, including repeated values.", "demonstration": [ "Every mark represents a value", "Pip adds all measurements, then shares the total equally to describe a fair redistribution." ], "type": "fraction-answer", "variantKey": "g5:math:plot-total", "completionId": "11-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.plot-share.v1", "prompt": "The plot shows three ribbon lengths in inches. If their total were shared equally, what length would each share be?", "answerFraction": { "n": 7, "d": 12 }, "fractionPlot": { "d": 4, "rows": [ [ 1, 1 ], [ 2, 1 ], [ 4, 1 ] ] }, "hint": "Find the total, then divide it among three equal shares.", "demonstration": [ "Every mark represents a value", "Pip adds all measurements, then shares the total equally to describe a fair redistribution." ], "type": "fraction-answer", "variantKey": "g5:math:plot-share", "completionId": "23-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.decimal-data.v1", "prompt": "Three containers hold 0.75, 1.25, and 1.00 liters. Redistribute equally. How many liters per container?", "answer": 1, "hint": "Find the total volume and divide by the number of containers.", "demonstration": [ "Every mark represents a value", "Pip adds all measurements, then shares the total equally to describe a fair redistribution." ], "type": "number", "variantKey": "g5:math:decimal-data", "completionId": "35-92", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.math.data-display-0.v1", "prompt": "Data workshop: measure five safe objects to the nearest eighth inch.", "hint": "Make a table or line plot, label its units, ask a numerical question, and explain a solution using the display.", "demonstration": [ "Every mark represents a value", "Pip adds all measurements, then shares the total equally to describe a fair redistribution." ], "workspace": "draw", "type": "work", "variantKey": "g5:math:data-display-0", "completionId": "47-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.math.data-display-1.v1", "prompt": "Data workshop: record six invented decimal measurements and label them as sample data.", "hint": "Make a table or line plot, label its units, ask a numerical question, and explain a solution using the display.", "demonstration": [ "Every mark represents a value", "Pip adds all measurements, then shares the total equally to describe a fair redistribution." ], "workspace": "draw", "type": "work", "variantKey": "g5:math:data-display-1", "completionId": "59-92", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Model matter made of particles too small to see", "standard": "5-PS-1.1", "demo": [ "Unseen does not mean absent", "Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles." ], "prerequisites": [], "id": "g5.science.particles", "grade": 5, "subject": "g5-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.science.particle-observe-0.v1", "prompt": "Observe and model air taking up space in a pump-inflated ball.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Unseen does not mean absent", "Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles." ], "steps": [ "An adult prepares a safe demonstration or a reliable video. Identify what can be observed directly.", "Record what changes. Draw a model using dots for unseen matter particles; the dots are symbols, not magnified observations.", "Explain how the model accounts for the observation and what it cannot establish. Do not define atomic particles or mechanisms." ], "workspace": "draw", "type": "investigation", "variantKey": "g5:science:particle-observe-0", "completionId": "0-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.particle-explain-0.v1", "prompt": "Use a particle model to explain air taking up space in a pump-inflated ball.", "hint": "Compare a before-and-after drawing. Explain why matter can still exist when individual particles cannot be seen. Name one limitation of the representation.", "demonstration": [ "Unseen does not mean absent", "Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:particle-explain-0", "completionId": "16-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.particle-observe-1.v1", "prompt": "Observe and model air resisting compression in an adult-held needle-free classroom syringe.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Unseen does not mean absent", "Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles." ], "steps": [ "An adult prepares a safe demonstration or a reliable video. Identify what can be observed directly.", "Record what changes. Draw a model using dots for unseen matter particles; the dots are symbols, not magnified observations.", "Explain how the model accounts for the observation and what it cannot establish. Do not define atomic particles or mechanisms." ], "workspace": "draw", "type": "investigation", "variantKey": "g5:science:particle-observe-1", "completionId": "32-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.particle-explain-1.v1", "prompt": "Use a particle model to explain air resisting compression in an adult-held needle-free classroom syringe.", "hint": "Compare a before-and-after drawing. Explain why matter can still exist when individual particles cannot be seen. Name one limitation of the representation.", "demonstration": [ "Unseen does not mean absent", "Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:particle-explain-1", "completionId": "48-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.particle-observe-2.v1", "prompt": "Observe and model sugar dissolving in water without being tasted.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Unseen does not mean absent", "Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles." ], "steps": [ "An adult prepares a safe demonstration or a reliable video. Identify what can be observed directly.", "Record what changes. Draw a model using dots for unseen matter particles; the dots are symbols, not magnified observations.", "Explain how the model accounts for the observation and what it cannot establish. Do not define atomic particles or mechanisms." ], "workspace": "draw", "type": "investigation", "variantKey": "g5:science:particle-observe-2", "completionId": "64-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.particle-explain-2.v1", "prompt": "Use a particle model to explain sugar dissolving in water without being tasted.", "hint": "Compare a before-and-after drawing. Explain why matter can still exist when individual particles cannot be seen. Name one limitation of the representation.", "demonstration": [ "Unseen does not mean absent", "Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:particle-explain-2", "completionId": "80-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.particle-observe-3.v1", "prompt": "Observe and model salt left after water evaporates naturally from a shallow dish.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Unseen does not mean absent", "Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles." ], "steps": [ "An adult prepares a safe demonstration or a reliable video. Identify what can be observed directly.", "Record what changes. Draw a model using dots for unseen matter particles; the dots are symbols, not magnified observations.", "Explain how the model accounts for the observation and what it cannot establish. Do not define atomic particles or mechanisms." ], "workspace": "draw", "type": "investigation", "variantKey": "g5:science:particle-observe-3", "completionId": "84-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.particle-explain-3.v1", "prompt": "Use a particle model to explain salt left after water evaporates naturally from a shallow dish.", "hint": "Compare a before-and-after drawing. Explain why matter can still exist when individual particles cannot be seen. Name one limitation of the representation.", "demonstration": [ "Unseen does not mean absent", "Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:particle-explain-3", "completionId": "88-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.particle-observe-4.v1", "prompt": "Observe and model a closed empty-looking bottle containing air.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Unseen does not mean absent", "Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles." ], "steps": [ "An adult prepares a safe demonstration or a reliable video. Identify what can be observed directly.", "Record what changes. Draw a model using dots for unseen matter particles; the dots are symbols, not magnified observations.", "Explain how the model accounts for the observation and what it cannot establish. Do not define atomic particles or mechanisms." ], "workspace": "draw", "type": "investigation", "variantKey": "g5:science:particle-observe-4", "completionId": "92-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.particle-explain-4.v1", "prompt": "Use a particle model to explain a closed empty-looking bottle containing air.", "hint": "Compare a before-and-after drawing. Explain why matter can still exist when individual particles cannot be seen. Name one limitation of the representation.", "demonstration": [ "Unseen does not mean absent", "Pip models air as tiny unseen particles to explain why air takes up space, without claiming to see or identify individual particles." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:particle-explain-4", "completionId": "96-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Measure and graph conservation of matter", "standard": "5-PS-1.2", "demo": [ "Same system before and after", "Pip weighs the same closed bag before and after ice melts and includes the bag both times." ], "prerequisites": [], "id": "g5.science.conservation", "grade": 5, "subject": "g5-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.science.conserve-test-0.v1", "prompt": "Investigate total weight when ice melting inside a closed bag.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Same system before and after", "Pip weighs the same closed bag before and after ice melts and includes the bag both times." ], "steps": [ "An adult chooses suitable containers and prepares any freezing or liquid handling. Do not heat closed containers or seal gas-producing reactions. Include all containers consistently.", "Measure the same entire system before and after the change, or use a teacher-provided record. Make a labeled table and graph.", "Compare totals, discuss measurement uncertainty or leaks, and explain whether matter stayed within the measured system." ], "type": "investigation", "variantKey": "g5:science:conserve-test-0", "completionId": "1-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.conserve-interpret-0.v1", "prompt": "A closed bag weighs 125 g before melting and 125 g after. What does this support?", "answer": "Matter remains in the measured system.", "options": [ { "label": "Matter remains in the measured system." }, { "label": "The matter has disappeared." }, { "label": "Every material must remain in its original form." } ], "hint": "Track the entire system, not only the part that looks different.", "demonstration": [ "Same system before and after", "Pip weighs the same closed bag before and after ice melts and includes the bag both times." ], "type": "choice", "variantKey": "g5:science:conserve-interpret-0", "completionId": "17-93", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.science.conserve-test-1.v1", "prompt": "Investigate total weight when salt dissolving in a closed container of water.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Same system before and after", "Pip weighs the same closed bag before and after ice melts and includes the bag both times." ], "steps": [ "An adult chooses suitable containers and prepares any freezing or liquid handling. Do not heat closed containers or seal gas-producing reactions. Include all containers consistently.", "Measure the same entire system before and after the change, or use a teacher-provided record. Make a labeled table and graph.", "Compare totals, discuss measurement uncertainty or leaks, and explain whether matter stayed within the measured system." ], "type": "investigation", "variantKey": "g5:science:conserve-test-1", "completionId": "33-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.conserve-interpret-1.v1", "prompt": "A solution and its closed container weigh the same before and after dissolving. What does this support?", "answer": "Matter remains in the measured system.", "options": [ { "label": "Matter remains in the measured system." }, { "label": "The matter has disappeared." }, { "label": "Every material must remain in its original form." } ], "hint": "Track the entire system, not only the part that looks different.", "demonstration": [ "Same system before and after", "Pip weighs the same closed bag before and after ice melts and includes the bag both times." ], "type": "choice", "variantKey": "g5:science:conserve-interpret-1", "completionId": "49-93", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.science.conserve-test-2.v1", "prompt": "Investigate total weight when water freezing in an adult-prepared suitable container.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Same system before and after", "Pip weighs the same closed bag before and after ice melts and includes the bag both times." ], "steps": [ "An adult chooses suitable containers and prepares any freezing or liquid handling. Do not heat closed containers or seal gas-producing reactions. Include all containers consistently.", "Measure the same entire system before and after the change, or use a teacher-provided record. Make a labeled table and graph.", "Compare totals, discuss measurement uncertainty or leaks, and explain whether matter stayed within the measured system." ], "type": "investigation", "variantKey": "g5:science:conserve-test-2", "completionId": "65-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.conserve-interpret-2.v1", "prompt": "A suitable closed container weighs 210 g before freezing and 210 g after. What does this support?", "answer": "Matter remains in the measured system.", "options": [ { "label": "Matter remains in the measured system." }, { "label": "The matter has disappeared." }, { "label": "Every material must remain in its original form." } ], "hint": "Track the entire system, not only the part that looks different.", "demonstration": [ "Same system before and after", "Pip weighs the same closed bag before and after ice melts and includes the bag both times." ], "type": "choice", "variantKey": "g5:science:conserve-interpret-2", "completionId": "81-93", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.science.conserve-test-3.v1", "prompt": "Investigate total weight when two safe liquids mixed in a closed nonreactive system.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Same system before and after", "Pip weighs the same closed bag before and after ice melts and includes the bag both times." ], "steps": [ "An adult chooses suitable containers and prepares any freezing or liquid handling. Do not heat closed containers or seal gas-producing reactions. Include all containers consistently.", "Measure the same entire system before and after the change, or use a teacher-provided record. Make a labeled table and graph.", "Compare totals, discuss measurement uncertainty or leaks, and explain whether matter stayed within the measured system." ], "type": "investigation", "variantKey": "g5:science:conserve-test-3", "completionId": "85-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.conserve-interpret-3.v1", "prompt": "A nonreactive mixture in a closed container keeps the same total weight. What does this support?", "answer": "Matter remains in the measured system.", "options": [ { "label": "Matter remains in the measured system." }, { "label": "The matter has disappeared." }, { "label": "Every material must remain in its original form." } ], "hint": "Track the entire system, not only the part that looks different.", "demonstration": [ "Same system before and after", "Pip weighs the same closed bag before and after ice melts and includes the bag both times." ], "type": "choice", "variantKey": "g5:science:conserve-interpret-3", "completionId": "89-93", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.science.conserve-test-4.v1", "prompt": "Investigate total weight when a damp cloth drying inside a closed roomy container.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Same system before and after", "Pip weighs the same closed bag before and after ice melts and includes the bag both times." ], "steps": [ "An adult chooses suitable containers and prepares any freezing or liquid handling. Do not heat closed containers or seal gas-producing reactions. Include all containers consistently.", "Measure the same entire system before and after the change, or use a teacher-provided record. Make a labeled table and graph.", "Compare totals, discuss measurement uncertainty or leaks, and explain whether matter stayed within the measured system." ], "type": "investigation", "variantKey": "g5:science:conserve-test-4", "completionId": "93-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.conserve-interpret-4.v1", "prompt": "A cloth becomes drier inside a closed container while the whole system keeps its weight. What does this support?", "answer": "Matter remains in the measured system.", "options": [ { "label": "Matter remains in the measured system." }, { "label": "The matter has disappeared." }, { "label": "Every material must remain in its original form." } ], "hint": "Track the entire system, not only the part that looks different.", "demonstration": [ "Same system before and after", "Pip weighs the same closed bag before and after ice melts and includes the bag both times." ], "type": "choice", "variantKey": "g5:science:conserve-interpret-4", "completionId": "97-93", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Use observations and measurements to identify materials", "standard": "5-PS-1.3", "demo": [ "Several properties, stronger evidence", "Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone." ], "prerequisites": [], "id": "g5.science.properties", "grade": 5, "subject": "g5-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.science.properties-0.v1", "prompt": "Compare reflectivity and color of adult-selected solid samples.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Several properties, stronger evidence", "Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone." ], "steps": [ "An adult labels known safe materials and chooses a comparison method. Never taste, inhale powders, handle unknown chemicals, or use household electricity.", "Record several observations or measurements under similar conditions. Keep the labels beside the results.", "Use the property pattern to identify a sample from the known set. Explain why one property may not identify every substance." ], "type": "investigation", "variantKey": "g5:science:properties-0", "completionId": "2-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.properties-argument-0.v1", "prompt": "Design an identification key using reflectivity and color of adult-selected solid samples.", "hint": "Use your recorded known samples. Write decision steps based on observations, try the key with a partner, and revise an ambiguous step. Density is outside this activity.", "demonstration": [ "Several properties, stronger evidence", "Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone." ], "workspace": "write", "type": "work", "variantKey": "g5:science:properties-argument-0", "completionId": "18-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.properties-1.v1", "prompt": "Compare hardness using safe non-sharp comparison tools.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Several properties, stronger evidence", "Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone." ], "steps": [ "An adult labels known safe materials and chooses a comparison method. Never taste, inhale powders, handle unknown chemicals, or use household electricity.", "Record several observations or measurements under similar conditions. Keep the labels beside the results.", "Use the property pattern to identify a sample from the known set. Explain why one property may not identify every substance." ], "type": "investigation", "variantKey": "g5:science:properties-1", "completionId": "34-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.properties-argument-1.v1", "prompt": "Design an identification key using hardness using safe non-sharp comparison tools.", "hint": "Use your recorded known samples. Write decision steps based on observations, try the key with a partner, and revise an ambiguous step. Density is outside this activity.", "demonstration": [ "Several properties, stronger evidence", "Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone." ], "workspace": "write", "type": "work", "variantKey": "g5:science:properties-argument-1", "completionId": "50-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.properties-2.v1", "prompt": "Compare magnetic response using a large enclosed classroom magnet.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Several properties, stronger evidence", "Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone." ], "steps": [ "An adult labels known safe materials and chooses a comparison method. Never taste, inhale powders, handle unknown chemicals, or use household electricity.", "Record several observations or measurements under similar conditions. Keep the labels beside the results.", "Use the property pattern to identify a sample from the known set. Explain why one property may not identify every substance." ], "type": "investigation", "variantKey": "g5:science:properties-2", "completionId": "66-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.properties-argument-2.v1", "prompt": "Design an identification key using magnetic response using a large enclosed classroom magnet.", "hint": "Use your recorded known samples. Write decision steps based on observations, try the key with a partner, and revise an ambiguous step. Density is outside this activity.", "demonstration": [ "Several properties, stronger evidence", "Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone." ], "workspace": "write", "type": "work", "variantKey": "g5:science:properties-argument-2", "completionId": "82-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.properties-3.v1", "prompt": "Compare solubility of known kitchen materials in water.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Several properties, stronger evidence", "Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone." ], "steps": [ "An adult labels known safe materials and chooses a comparison method. Never taste, inhale powders, handle unknown chemicals, or use household electricity.", "Record several observations or measurements under similar conditions. Keep the labels beside the results.", "Use the property pattern to identify a sample from the known set. Explain why one property may not identify every substance." ], "type": "investigation", "variantKey": "g5:science:properties-3", "completionId": "86-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.properties-argument-3.v1", "prompt": "Design an identification key using solubility of known kitchen materials in water.", "hint": "Use your recorded known samples. Write decision steps based on observations, try the key with a partner, and revise an ambiguous step. Density is outside this activity.", "demonstration": [ "Several properties, stronger evidence", "Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone." ], "workspace": "write", "type": "work", "variantKey": "g5:science:properties-argument-3", "completionId": "90-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.properties-4.v1", "prompt": "Compare flexibility and surface appearance of solid materials.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Several properties, stronger evidence", "Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone." ], "steps": [ "An adult labels known safe materials and chooses a comparison method. Never taste, inhale powders, handle unknown chemicals, or use household electricity.", "Record several observations or measurements under similar conditions. Keep the labels beside the results.", "Use the property pattern to identify a sample from the known set. Explain why one property may not identify every substance." ], "type": "investigation", "variantKey": "g5:science:properties-4", "completionId": "94-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.properties-argument-4.v1", "prompt": "Design an identification key using flexibility and surface appearance of solid materials.", "hint": "Use your recorded known samples. Write decision steps based on observations, try the key with a partner, and revise an ambiguous step. Density is outside this activity.", "demonstration": [ "Several properties, stronger evidence", "Pip compares color, reflectivity, and magnetic response instead of deciding from one property alone." ], "workspace": "write", "type": "work", "variantKey": "g5:science:properties-argument-4", "completionId": "98-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Investigate whether mixing produces new substances", "standard": "5-PS-1.4", "demo": [ "Before → mix → evidence", "Pip records properties before and after a safe adult-led mixture and asks whether the evidence suggests a new substance." ], "prerequisites": [], "id": "g5.science.mixing", "grade": 5, "subject": "g5-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.science.mix-0.v1", "prompt": "Investigate evidence when combining salt and water.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Before → mix → evidence", "Pip records properties before and after a safe adult-led mixture and asks whether the evidence suggests a new substance." ], "steps": [ "An adult supplies tiny known safe quantities in an open tray. Avoid allergies, splashing, tasting, household cleaners, or sealed reacting containers.", "Record properties before and after mixing; look for evidence such as gas production or changes in material properties.", "Explain whether evidence suggests a new substance or a mixture whose ingredients retain properties. One visible change alone may not settle the question." ], "type": "investigation", "variantKey": "g5:science:mix-0", "completionId": "3-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.mix-1.v1", "prompt": "Investigate evidence when combining sugar and water.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Before → mix → evidence", "Pip records properties before and after a safe adult-led mixture and asks whether the evidence suggests a new substance." ], "steps": [ "An adult supplies tiny known safe quantities in an open tray. Avoid allergies, splashing, tasting, household cleaners, or sealed reacting containers.", "Record properties before and after mixing; look for evidence such as gas production or changes in material properties.", "Explain whether evidence suggests a new substance or a mixture whose ingredients retain properties. One visible change alone may not settle the question." ], "type": "investigation", "variantKey": "g5:science:mix-1", "completionId": "19-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.mix-2.v1", "prompt": "Investigate evidence when combining oil and water.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Before → mix → evidence", "Pip records properties before and after a safe adult-led mixture and asks whether the evidence suggests a new substance." ], "steps": [ "An adult supplies tiny known safe quantities in an open tray. Avoid allergies, splashing, tasting, household cleaners, or sealed reacting containers.", "Record properties before and after mixing; look for evidence such as gas production or changes in material properties.", "Explain whether evidence suggests a new substance or a mixture whose ingredients retain properties. One visible change alone may not settle the question." ], "type": "investigation", "variantKey": "g5:science:mix-2", "completionId": "35-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.mix-3.v1", "prompt": "Investigate evidence when combining a tiny adult-led open-cup baking-soda and vinegar demonstration.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Before → mix → evidence", "Pip records properties before and after a safe adult-led mixture and asks whether the evidence suggests a new substance." ], "steps": [ "An adult supplies tiny known safe quantities in an open tray. Avoid allergies, splashing, tasting, household cleaners, or sealed reacting containers.", "Record properties before and after mixing; look for evidence such as gas production or changes in material properties.", "Explain whether evidence suggests a new substance or a mixture whose ingredients retain properties. One visible change alone may not settle the question." ], "type": "investigation", "variantKey": "g5:science:mix-3", "completionId": "51-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.mix-4.v1", "prompt": "Investigate evidence when combining sand and water.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Before → mix → evidence", "Pip records properties before and after a safe adult-led mixture and asks whether the evidence suggests a new substance." ], "steps": [ "An adult supplies tiny known safe quantities in an open tray. Avoid allergies, splashing, tasting, household cleaners, or sealed reacting containers.", "Record properties before and after mixing; look for evidence such as gas production or changes in material properties.", "Explain whether evidence suggests a new substance or a mixture whose ingredients retain properties. One visible change alone may not settle the question." ], "type": "investigation", "variantKey": "g5:science:mix-4", "completionId": "67-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Support a claim about gravity toward Earth’s center", "standard": "5-PS-2.1", "demo": [ "Local down points inward", "Pip draws downward arrows for people at different places on a globe, all pointing toward the center." ], "prerequisites": [], "id": "g5.science.gravity", "grade": 5, "subject": "g5-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.science.gravity-0.v1", "prompt": "Build an argument about gravity using a large soft ball released near the floor.", "hint": "Use a safe observation or a globe drawing with a grown-up. Explain that local downward points toward Earth’s center; a page’s orientation does not define gravity. No force calculation is needed.", "demonstration": [ "Local down points inward", "Pip draws downward arrows for people at different places on a globe, all pointing toward the center." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:gravity-0", "completionId": "4-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.gravity-1.v1", "prompt": "Build an argument about gravity using a paper object settling after release.", "hint": "Use a safe observation or a globe drawing with a grown-up. Explain that local downward points toward Earth’s center; a page’s orientation does not define gravity. No force calculation is needed.", "demonstration": [ "Local down points inward", "Pip draws downward arrows for people at different places on a globe, all pointing toward the center." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:gravity-1", "completionId": "20-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.gravity-2.v1", "prompt": "Build an argument about gravity using downward arrows at opposite sides of a globe.", "hint": "Use a safe observation or a globe drawing with a grown-up. Explain that local downward points toward Earth’s center; a page’s orientation does not define gravity. No force calculation is needed.", "demonstration": [ "Local down points inward", "Pip draws downward arrows for people at different places on a globe, all pointing toward the center." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:gravity-2", "completionId": "36-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.gravity-3.v1", "prompt": "Build an argument about gravity using downward arrows at three places on a globe.", "hint": "Use a safe observation or a globe drawing with a grown-up. Explain that local downward points toward Earth’s center; a page’s orientation does not define gravity. No force calculation is needed.", "demonstration": [ "Local down points inward", "Pip draws downward arrows for people at different places on a globe, all pointing toward the center." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:gravity-3", "completionId": "52-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.gravity-4.v1", "prompt": "Build an argument about gravity using a model comparing local down with the bottom of a page.", "hint": "Use a safe observation or a globe drawing with a grown-up. Explain that local downward points toward Earth’s center; a page’s orientation does not define gravity. No force calculation is needed.", "demonstration": [ "Local down points inward", "Pip draws downward arrows for people at different places on a globe, all pointing toward the center." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:gravity-4", "completionId": "68-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Trace energy in animal food back to sunlight", "standard": "5-PS-3.1", "demo": [ "Sun → plant → animal", "Pip traces energy from sunlight to a plant and then to an animal that uses food for growth and movement." ], "prerequisites": [], "id": "g5.science.energy", "grade": 5, "subject": "g5-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.science.food-energy-0.v1", "prompt": "Model an energy path: grass → rabbit → fox.", "hint": "Add sunlight at the beginning, label the arrows as energy transfer, and explain how the animal uses food for growth, repair, warmth, or movement. Energy flow is different from matter cycling.", "demonstration": [ "Sun → plant → animal", "Pip traces energy from sunlight to a plant and then to an animal that uses food for growth and movement." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:food-energy-0", "completionId": "5-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.food-energy-1.v1", "prompt": "Model an energy path: leaves → caterpillar → bird.", "hint": "Add sunlight at the beginning, label the arrows as energy transfer, and explain how the animal uses food for growth, repair, warmth, or movement. Energy flow is different from matter cycling.", "demonstration": [ "Sun → plant → animal", "Pip traces energy from sunlight to a plant and then to an animal that uses food for growth and movement." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:food-energy-1", "completionId": "21-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.food-energy-2.v1", "prompt": "Model an energy path: algae → small aquatic animal → fish.", "hint": "Add sunlight at the beginning, label the arrows as energy transfer, and explain how the animal uses food for growth, repair, warmth, or movement. Energy flow is different from matter cycling.", "demonstration": [ "Sun → plant → animal", "Pip traces energy from sunlight to a plant and then to an animal that uses food for growth and movement." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:food-energy-2", "completionId": "37-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.food-energy-3.v1", "prompt": "Model an energy path: seeds → mouse → owl.", "hint": "Add sunlight at the beginning, label the arrows as energy transfer, and explain how the animal uses food for growth, repair, warmth, or movement. Energy flow is different from matter cycling.", "demonstration": [ "Sun → plant → animal", "Pip traces energy from sunlight to a plant and then to an animal that uses food for growth and movement." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:food-energy-3", "completionId": "53-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.food-energy-4.v1", "prompt": "Model an energy path: fruit → fruit-eating bird.", "hint": "Add sunlight at the beginning, label the arrows as energy transfer, and explain how the animal uses food for growth, repair, warmth, or movement. Energy flow is different from matter cycling.", "demonstration": [ "Sun → plant → animal", "Pip traces energy from sunlight to a plant and then to an animal that uses food for growth and movement." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:food-energy-4", "completionId": "69-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Explain plant growth using air, water and sunlight", "standard": "5-LS-1.1", "demo": [ "Materials and energy have different roles", "Pip explains that most plant material comes from air and water, while sunlight supplies energy. Soil supplies nutrients but is not most of the plant’s material." ], "prerequisites": [], "id": "g5.science.plants", "grade": 5, "subject": "g5-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.science.plant-growth-0.v1", "prompt": "Explain the materials and energy involved in a seedling increasing in size.", "hint": "Use a reliable diagram or teacher-provided observations. Support the claim that most material comes from air and water and energy comes from sunlight. Plants still need nutrients; do not deprive a living plant of care to test a claim.", "demonstration": [ "Materials and energy have different roles", "Pip explains that most plant material comes from air and water, while sunlight supplies energy. Soil supplies nutrients but is not most of the plant’s material." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:plant-growth-0", "completionId": "6-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.plant-growth-1.v1", "prompt": "Explain the materials and energy involved in a tree adding new wood.", "hint": "Use a reliable diagram or teacher-provided observations. Support the claim that most material comes from air and water and energy comes from sunlight. Plants still need nutrients; do not deprive a living plant of care to test a claim.", "demonstration": [ "Materials and energy have different roles", "Pip explains that most plant material comes from air and water, while sunlight supplies energy. Soil supplies nutrients but is not most of the plant’s material." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:plant-growth-1", "completionId": "22-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.plant-growth-2.v1", "prompt": "Explain the materials and energy involved in a plant growing without soil in a properly maintained classroom system.", "hint": "Use a reliable diagram or teacher-provided observations. Support the claim that most material comes from air and water and energy comes from sunlight. Plants still need nutrients; do not deprive a living plant of care to test a claim.", "demonstration": [ "Materials and energy have different roles", "Pip explains that most plant material comes from air and water, while sunlight supplies energy. Soil supplies nutrients but is not most of the plant’s material." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:plant-growth-2", "completionId": "38-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.plant-growth-3.v1", "prompt": "Explain the materials and energy involved in leaves growing under suitable light.", "hint": "Use a reliable diagram or teacher-provided observations. Support the claim that most material comes from air and water and energy comes from sunlight. Plants still need nutrients; do not deprive a living plant of care to test a claim.", "demonstration": [ "Materials and energy have different roles", "Pip explains that most plant material comes from air and water, while sunlight supplies energy. Soil supplies nutrients but is not most of the plant’s material." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:plant-growth-3", "completionId": "54-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.plant-growth-4.v1", "prompt": "Explain the materials and energy involved in a comparison of soil weight and plant growth in a reference study.", "hint": "Use a reliable diagram or teacher-provided observations. Support the claim that most material comes from air and water and energy comes from sunlight. Plants still need nutrients; do not deprive a living plant of care to test a claim.", "demonstration": [ "Materials and energy have different roles", "Pip explains that most plant material comes from air and water, while sunlight supplies energy. Soil supplies nutrients but is not most of the plant’s material." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:plant-growth-4", "completionId": "70-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use fossil data to compare past and present environments", "standard": "5-LS-2.1", "demo": [ "Evidence of an earlier environment", "Pip uses marine fossils found on dry land as evidence that the place once had different conditions." ], "prerequisites": [], "id": "g5.science.fossils", "grade": 5, "subject": "g5-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.science.fossil-data-0.v1", "prompt": "Interpret a labeled fossil data set about marine fossils in rocks now on dry land.", "hint": "An adult selects reliable pictures and location or layer records. Compare past and present environments and explain what the evidence supports. Use relative ages; exact species identification is not required.", "demonstration": [ "Evidence of an earlier environment", "Pip uses marine fossils found on dry land as evidence that the place once had different conditions." ], "workspace": "write", "type": "work", "variantKey": "g5:science:fossil-data-0", "completionId": "7-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.fossil-data-1.v1", "prompt": "Interpret a labeled fossil data set about tropical plant fossils from a place now much colder.", "hint": "An adult selects reliable pictures and location or layer records. Compare past and present environments and explain what the evidence supports. Use relative ages; exact species identification is not required.", "demonstration": [ "Evidence of an earlier environment", "Pip uses marine fossils found on dry land as evidence that the place once had different conditions." ], "workspace": "write", "type": "work", "variantKey": "g5:science:fossil-data-1", "completionId": "23-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.fossil-data-2.v1", "prompt": "Interpret a labeled fossil data set about fossils of organisms no longer living anywhere.", "hint": "An adult selects reliable pictures and location or layer records. Compare past and present environments and explain what the evidence supports. Use relative ages; exact species identification is not required.", "demonstration": [ "Evidence of an earlier environment", "Pip uses marine fossils found on dry land as evidence that the place once had different conditions." ], "workspace": "write", "type": "work", "variantKey": "g5:science:fossil-data-2", "completionId": "39-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.fossil-data-3.v1", "prompt": "Interpret a labeled fossil data set about a sequence of older and younger fossil-bearing layers.", "hint": "An adult selects reliable pictures and location or layer records. Compare past and present environments and explain what the evidence supports. Use relative ages; exact species identification is not required.", "demonstration": [ "Evidence of an earlier environment", "Pip uses marine fossils found on dry land as evidence that the place once had different conditions." ], "workspace": "write", "type": "work", "variantKey": "g5:science:fossil-data-3", "completionId": "55-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.fossil-data-4.v1", "prompt": "Interpret a labeled fossil data set about similar major fossil types found in separated locations.", "hint": "An adult selects reliable pictures and location or layer records. Compare past and present environments and explain what the evidence supports. Use relative ages; exact species identification is not required.", "demonstration": [ "Evidence of an earlier environment", "Pip uses marine fossils found on dry land as evidence that the place once had different conditions." ], "workspace": "write", "type": "work", "variantKey": "g5:science:fossil-data-4", "completionId": "71-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Argue how variation can affect survival and reproduction", "standard": "5-LS-2.2", "demo": [ "Same species, different traits", "Pip compares camouflage variations in one species and explains how a particular background can affect survival." ], "prerequisites": [], "id": "g5.science.variation", "grade": 5, "subject": "g5-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.science.variation-0.v1", "prompt": "Use evidence to discuss lighter and darker fur against different backgrounds.", "hint": "Use a reliable nonhuman example with an adult. Explain how a variation may offer an advantage under particular conditions for survival, finding mates, or reproduction. Individuals do not choose inherited traits to meet a need.", "demonstration": [ "Same species, different traits", "Pip compares camouflage variations in one species and explains how a particular background can affect survival." ], "workspace": "write", "type": "work", "variantKey": "g5:science:variation-0", "completionId": "8-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.variation-1.v1", "prompt": "Use evidence to discuss different thorn lengths among plants of one species.", "hint": "Use a reliable nonhuman example with an adult. Explain how a variation may offer an advantage under particular conditions for survival, finding mates, or reproduction. Individuals do not choose inherited traits to meet a need.", "demonstration": [ "Same species, different traits", "Pip compares camouflage variations in one species and explains how a particular background can affect survival." ], "workspace": "write", "type": "work", "variantKey": "g5:science:variation-1", "completionId": "24-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.variation-2.v1", "prompt": "Use evidence to discuss different beak sizes among birds of one species.", "hint": "Use a reliable nonhuman example with an adult. Explain how a variation may offer an advantage under particular conditions for survival, finding mates, or reproduction. Individuals do not choose inherited traits to meet a need.", "demonstration": [ "Same species, different traits", "Pip compares camouflage variations in one species and explains how a particular background can affect survival." ], "workspace": "write", "type": "work", "variantKey": "g5:science:variation-2", "completionId": "40-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.variation-3.v1", "prompt": "Use evidence to discuss different seed sizes among plants of one species.", "hint": "Use a reliable nonhuman example with an adult. Explain how a variation may offer an advantage under particular conditions for survival, finding mates, or reproduction. Individuals do not choose inherited traits to meet a need.", "demonstration": [ "Same species, different traits", "Pip compares camouflage variations in one species and explains how a particular background can affect survival." ], "workspace": "write", "type": "work", "variantKey": "g5:science:variation-3", "completionId": "56-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.variation-4.v1", "prompt": "Use evidence to discuss different display characteristics in a teacher-selected animal example.", "hint": "Use a reliable nonhuman example with an adult. Explain how a variation may offer an advantage under particular conditions for survival, finding mates, or reproduction. Individuals do not choose inherited traits to meet a need.", "demonstration": [ "Same species, different traits", "Pip compares camouflage variations in one species and explains how a particular background can affect survival." ], "workspace": "write", "type": "work", "variantKey": "g5:science:variation-4", "completionId": "72-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Evaluate a solution to one environmental change", "standard": "5-LS-2.3", "demo": [ "Change → effect → possible solution", "Pip considers one change in available water and uses evidence to compare ways to support affected organisms." ], "prerequisites": [], "id": "g5.science.habitat", "grade": 5, "subject": "g5-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.science.habitat-solution-0.v1", "prompt": "Evaluate a solution to one change: less water in one pond.", "hint": "With an adult-selected source or fictional model, identify affected organisms, propose two options, and argue for one using evidence and limits. Do not move wildlife or change habitats yourself.", "demonstration": [ "Change → effect → possible solution", "Pip considers one change in available water and uses evidence to compare ways to support affected organisms." ], "workspace": "write", "type": "work", "variantKey": "g5:science:habitat-solution-0", "completionId": "9-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.habitat-solution-1.v1", "prompt": "Evaluate a solution to one change: loss of a small patch of shelter.", "hint": "With an adult-selected source or fictional model, identify affected organisms, propose two options, and argue for one using evidence and limits. Do not move wildlife or change habitats yourself.", "demonstration": [ "Change → effect → possible solution", "Pip considers one change in available water and uses evidence to compare ways to support affected organisms." ], "workspace": "write", "type": "work", "variantKey": "g5:science:habitat-solution-1", "completionId": "25-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.habitat-solution-2.v1", "prompt": "Evaluate a solution to one change: a new barrier between two habitat areas.", "hint": "With an adult-selected source or fictional model, identify affected organisms, propose two options, and argue for one using evidence and limits. Do not move wildlife or change habitats yourself.", "demonstration": [ "Change → effect → possible solution", "Pip considers one change in available water and uses evidence to compare ways to support affected organisms." ], "workspace": "write", "type": "work", "variantKey": "g5:science:habitat-solution-2", "completionId": "41-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.habitat-solution-3.v1", "prompt": "Evaluate a solution to one change: a reduction in one food source.", "hint": "With an adult-selected source or fictional model, identify affected organisms, propose two options, and argue for one using evidence and limits. Do not move wildlife or change habitats yourself.", "demonstration": [ "Change → effect → possible solution", "Pip considers one change in available water and uses evidence to compare ways to support affected organisms." ], "workspace": "write", "type": "work", "variantKey": "g5:science:habitat-solution-3", "completionId": "57-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.habitat-solution-4.v1", "prompt": "Evaluate a solution to one change: more shade over a formerly sunny patch.", "hint": "With an adult-selected source or fictional model, identify affected organisms, propose two options, and argue for one using evidence and limits. Do not move wildlife or change habitats yourself.", "demonstration": [ "Change → effect → possible solution", "Pip considers one change in available water and uses evidence to compare ways to support affected organisms." ], "workspace": "write", "type": "work", "variantKey": "g5:science:habitat-solution-4", "completionId": "73-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Model movement of matter through ecosystems", "standard": "5-LS-2.4", "demo": [ "Living things ↔ environment", "Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves." ], "prerequisites": [], "id": "g5.science.web", "grade": 5, "subject": "g5-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.science.matter-web-0.v1", "prompt": "Model matter moving through a woodland.", "hint": "Use reference organisms chosen by a grown-up. Include producers, consumers, decomposers, air, water, and soil. Label what each arrow means; matter moves through living and nonliving parts.", "demonstration": [ "Living things ↔ environment", "Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:matter-web-0", "completionId": "10-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.web-revise-0.v1", "prompt": "Revise a a woodland model after a partner asks where dead material goes.", "hint": "Explain the role of decomposers and return of materials to the environment. Trace one path through several parts and name a limit of your model; do not confuse recycled matter with energy flowing through.", "demonstration": [ "Living things ↔ environment", "Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:web-revise-0", "completionId": "26-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.matter-web-1.v1", "prompt": "Model matter moving through a meadow.", "hint": "Use reference organisms chosen by a grown-up. Include producers, consumers, decomposers, air, water, and soil. Label what each arrow means; matter moves through living and nonliving parts.", "demonstration": [ "Living things ↔ environment", "Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:matter-web-1", "completionId": "42-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.web-revise-1.v1", "prompt": "Revise a a meadow model after a partner asks where dead material goes.", "hint": "Explain the role of decomposers and return of materials to the environment. Trace one path through several parts and name a limit of your model; do not confuse recycled matter with energy flowing through.", "demonstration": [ "Living things ↔ environment", "Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:web-revise-1", "completionId": "58-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.matter-web-2.v1", "prompt": "Model matter moving through a pond.", "hint": "Use reference organisms chosen by a grown-up. Include producers, consumers, decomposers, air, water, and soil. Label what each arrow means; matter moves through living and nonliving parts.", "demonstration": [ "Living things ↔ environment", "Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:matter-web-2", "completionId": "74-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.web-revise-2.v1", "prompt": "Revise a a pond model after a partner asks where dead material goes.", "hint": "Explain the role of decomposers and return of materials to the environment. Trace one path through several parts and name a limit of your model; do not confuse recycled matter with energy flowing through.", "demonstration": [ "Living things ↔ environment", "Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:web-revise-2", "completionId": "83-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.matter-web-3.v1", "prompt": "Model matter moving through a garden.", "hint": "Use reference organisms chosen by a grown-up. Include producers, consumers, decomposers, air, water, and soil. Label what each arrow means; matter moves through living and nonliving parts.", "demonstration": [ "Living things ↔ environment", "Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:matter-web-3", "completionId": "87-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.web-revise-3.v1", "prompt": "Revise a a garden model after a partner asks where dead material goes.", "hint": "Explain the role of decomposers and return of materials to the environment. Trace one path through several parts and name a limit of your model; do not confuse recycled matter with energy flowing through.", "demonstration": [ "Living things ↔ environment", "Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:web-revise-3", "completionId": "91-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.matter-web-4.v1", "prompt": "Model matter moving through a stream.", "hint": "Use reference organisms chosen by a grown-up. Include producers, consumers, decomposers, air, water, and soil. Label what each arrow means; matter moves through living and nonliving parts.", "demonstration": [ "Living things ↔ environment", "Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:matter-web-4", "completionId": "95-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.web-revise-4.v1", "prompt": "Revise a a stream model after a partner asks where dead material goes.", "hint": "Explain the role of decomposers and return of materials to the environment. Trace one path through several parts and name a limit of your model; do not confuse recycled matter with energy flowing through.", "demonstration": [ "Living things ↔ environment", "Pip includes plants, animals, decomposers, air, water, and soil in a model showing where matter moves." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:web-revise-4", "completionId": "99-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Explain apparent star brightness using relative distance", "standard": "5-ESS-1.1", "demo": [ "Nearer can appear brighter", "Pip compares equal light sources at different distances as a model for apparent brightness and explains the model’s limits." ], "prerequisites": [], "id": "g5.science.stars", "grade": 5, "subject": "g5-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.science.star-distance-0.v1", "prompt": "Explain apparent brightness using two equal lamps at different distances.", "hint": "A grown-up selects a safe demonstration; never stare at the Sun or bright beams. Compare equal sources so distance is the changing feature. Explain why the Sun appears bright from Earth and why the model does not compare actual star sizes.", "demonstration": [ "Nearer can appear brighter", "Pip compares equal light sources at different distances as a model for apparent brightness and explains the model’s limits." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:star-distance-0", "completionId": "11-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.star-distance-1.v1", "prompt": "Explain apparent brightness using two equal lights viewed from one fixed position.", "hint": "A grown-up selects a safe demonstration; never stare at the Sun or bright beams. Compare equal sources so distance is the changing feature. Explain why the Sun appears bright from Earth and why the model does not compare actual star sizes.", "demonstration": [ "Nearer can appear brighter", "Pip compares equal light sources at different distances as a model for apparent brightness and explains the model’s limits." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:star-distance-1", "completionId": "27-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.star-distance-2.v1", "prompt": "Explain apparent brightness using a drawing of a nearby Sun and much more distant stars.", "hint": "A grown-up selects a safe demonstration; never stare at the Sun or bright beams. Compare equal sources so distance is the changing feature. Explain why the Sun appears bright from Earth and why the model does not compare actual star sizes.", "demonstration": [ "Nearer can appear brighter", "Pip compares equal light sources at different distances as a model for apparent brightness and explains the model’s limits." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:star-distance-2", "completionId": "43-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.star-distance-3.v1", "prompt": "Explain apparent brightness using a model with equal lights moved farther from the observer.", "hint": "A grown-up selects a safe demonstration; never stare at the Sun or bright beams. Compare equal sources so distance is the changing feature. Explain why the Sun appears bright from Earth and why the model does not compare actual star sizes.", "demonstration": [ "Nearer can appear brighter", "Pip compares equal light sources at different distances as a model for apparent brightness and explains the model’s limits." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:star-distance-3", "completionId": "59-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.star-distance-4.v1", "prompt": "Explain apparent brightness using a comparison of apparent brightness in a teacher-provided demonstration.", "hint": "A grown-up selects a safe demonstration; never stare at the Sun or bright beams. Compare equal sources so distance is the changing feature. Explain why the Sun appears bright from Earth and why the model does not compare actual star sizes.", "demonstration": [ "Nearer can appear brighter", "Pip compares equal light sources at different distances as a model for apparent brightness and explains the model’s limits." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:star-distance-4", "completionId": "75-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Graph patterns in shadows and sky observations", "standard": "5-ESS-1.2", "demo": [ "Date, time, place, pattern", "Pip plots shadow measurements with their times and looks for a pattern without treating one day as a complete seasonal record." ], "prerequisites": [], "id": "g5.science.sky", "grade": 5, "subject": "g5-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.science.sky-data-0.v1", "prompt": "Graph and interpret shadow lengths at several times on one day.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Date, time, place, pattern", "Pip plots shadow measurements with their times and looks for a pattern without treating one day as a complete seasonal record." ], "steps": [ "Use an adult-supervised record or reliable supplied data with date, time, location, and units. Never look directly at the Sun.", "Make a labeled graph or ordered display and describe a pattern and an exception.", "Use an Earth-motion model to discuss the observations and limits. This task does not assess the causes of seasons." ], "workspace": "draw", "type": "investigation", "variantKey": "g5:science:sky-data-0", "completionId": "12-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.sky-data-1.v1", "prompt": "Graph and interpret shadow directions at several times on one day.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Date, time, place, pattern", "Pip plots shadow measurements with their times and looks for a pattern without treating one day as a complete seasonal record." ], "steps": [ "Use an adult-supervised record or reliable supplied data with date, time, location, and units. Never look directly at the Sun.", "Make a labeled graph or ordered display and describe a pattern and an exception.", "Use an Earth-motion model to discuss the observations and limits. This task does not assess the causes of seasons." ], "workspace": "draw", "type": "investigation", "variantKey": "g5:science:sky-data-1", "completionId": "28-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.sky-data-2.v1", "prompt": "Graph and interpret a dated record of daylight and darkness.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Date, time, place, pattern", "Pip plots shadow measurements with their times and looks for a pattern without treating one day as a complete seasonal record." ], "steps": [ "Use an adult-supervised record or reliable supplied data with date, time, location, and units. Never look directly at the Sun.", "Make a labeled graph or ordered display and describe a pattern and an exception.", "Use an Earth-motion model to discuss the observations and limits. This task does not assess the causes of seasons." ], "workspace": "draw", "type": "investigation", "variantKey": "g5:science:sky-data-2", "completionId": "44-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.sky-data-3.v1", "prompt": "Graph and interpret the appearance of a selected star pattern in different months.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Date, time, place, pattern", "Pip plots shadow measurements with their times and looks for a pattern without treating one day as a complete seasonal record." ], "steps": [ "Use an adult-supervised record or reliable supplied data with date, time, location, and units. Never look directly at the Sun.", "Make a labeled graph or ordered display and describe a pattern and an exception.", "Use an Earth-motion model to discuss the observations and limits. This task does not assess the causes of seasons." ], "workspace": "draw", "type": "investigation", "variantKey": "g5:science:sky-data-3", "completionId": "60-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.sky-data-4.v1", "prompt": "Graph and interpret the position of a shadow at the same time on several dates.", "hint": "Use grown-up-selected materials and safe tabletop models. Record actual observations on paper, distinguish results from predictions, and explain limits.", "demonstration": [ "Date, time, place, pattern", "Pip plots shadow measurements with their times and looks for a pattern without treating one day as a complete seasonal record." ], "steps": [ "Use an adult-supervised record or reliable supplied data with date, time, location, and units. Never look directly at the Sun.", "Make a labeled graph or ordered display and describe a pattern and an exception.", "Use an Earth-motion model to discuss the observations and limits. This task does not assess the causes of seasons." ], "workspace": "draw", "type": "investigation", "variantKey": "g5:science:sky-data-4", "completionId": "76-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Model interactions between two Earth systems", "standard": "5-ESS-2.1", "demo": [ "One interaction at a time", "Pip models water wearing away soil as an interaction between the hydrosphere and geosphere." ], "prerequisites": [], "id": "g5.science.systems", "grade": 5, "subject": "g5-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.science.earth-systems-0.v1", "prompt": "Model two interacting systems: flowing water carrying soil: hydrosphere and geosphere.", "hint": "Use a labeled sketch or safe model with a grown-up. Explain an effect in both directions where supported, and keep the focus on these two systems rather than trying to model everything.", "demonstration": [ "One interaction at a time", "Pip models water wearing away soil as an interaction between the hydrosphere and geosphere." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:earth-systems-0", "completionId": "13-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.earth-systems-1.v1", "prompt": "Model two interacting systems: plant roots affecting soil: biosphere and geosphere.", "hint": "Use a labeled sketch or safe model with a grown-up. Explain an effect in both directions where supported, and keep the focus on these two systems rather than trying to model everything.", "demonstration": [ "One interaction at a time", "Pip models water wearing away soil as an interaction between the hydrosphere and geosphere." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:earth-systems-1", "completionId": "29-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.earth-systems-2.v1", "prompt": "Model two interacting systems: wind shaping sand: atmosphere and geosphere.", "hint": "Use a labeled sketch or safe model with a grown-up. Explain an effect in both directions where supported, and keep the focus on these two systems rather than trying to model everything.", "demonstration": [ "One interaction at a time", "Pip models water wearing away soil as an interaction between the hydrosphere and geosphere." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:earth-systems-2", "completionId": "45-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.earth-systems-3.v1", "prompt": "Model two interacting systems: water supporting pond organisms: hydrosphere and biosphere.", "hint": "Use a labeled sketch or safe model with a grown-up. Explain an effect in both directions where supported, and keep the focus on these two systems rather than trying to model everything.", "demonstration": [ "One interaction at a time", "Pip models water wearing away soil as an interaction between the hydrosphere and geosphere." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:earth-systems-3", "completionId": "61-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.earth-systems-4.v1", "prompt": "Model two interacting systems: plants exchanging materials with air: biosphere and atmosphere.", "hint": "Use a labeled sketch or safe model with a grown-up. Explain an effect in both directions where supported, and keep the focus on these two systems rather than trying to model everything.", "demonstration": [ "One interaction at a time", "Pip models water wearing away soil as an interaction between the hydrosphere and geosphere." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:earth-systems-4", "completionId": "77-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Graph and compare Earth’s water reservoirs", "standard": "5-ESS-2.2", "demo": [ "Different reservoirs, different amounts", "Pip uses a labeled source to compare salt water and fresh water, then distinguishes surface fresh water from ice and groundwater." ], "prerequisites": [], "id": "g5.science.water", "grade": 5, "subject": "g5-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.science.water-reservoir-0.v1", "prompt": "Use a scientific source to graph salt water compared with fresh water.", "hint": "With a grown-up, use labeled relative quantities for oceans, lakes, rivers, glaciers, groundwater, and polar ice. Keep the denominator clear: all water or fresh water. Explain rounding and avoid counting overlapping categories twice.", "demonstration": [ "Different reservoirs, different amounts", "Pip uses a labeled source to compare salt water and fresh water, then distinguishes surface fresh water from ice and groundwater." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:water-reservoir-0", "completionId": "14-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.water-reservoir-1.v1", "prompt": "Use a scientific source to graph ice and glaciers compared with other freshwater stores.", "hint": "With a grown-up, use labeled relative quantities for oceans, lakes, rivers, glaciers, groundwater, and polar ice. Keep the denominator clear: all water or fresh water. Explain rounding and avoid counting overlapping categories twice.", "demonstration": [ "Different reservoirs, different amounts", "Pip uses a labeled source to compare salt water and fresh water, then distinguishes surface fresh water from ice and groundwater." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:water-reservoir-1", "completionId": "30-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.water-reservoir-2.v1", "prompt": "Use a scientific source to graph groundwater compared with lakes and rivers.", "hint": "With a grown-up, use labeled relative quantities for oceans, lakes, rivers, glaciers, groundwater, and polar ice. Keep the denominator clear: all water or fresh water. Explain rounding and avoid counting overlapping categories twice.", "demonstration": [ "Different reservoirs, different amounts", "Pip uses a labeled source to compare salt water and fresh water, then distinguishes surface fresh water from ice and groundwater." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:water-reservoir-2", "completionId": "46-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.water-reservoir-3.v1", "prompt": "Use a scientific source to graph oceans, glaciers, and groundwater on one labeled display.", "hint": "With a grown-up, use labeled relative quantities for oceans, lakes, rivers, glaciers, groundwater, and polar ice. Keep the denominator clear: all water or fresh water. Explain rounding and avoid counting overlapping categories twice.", "demonstration": [ "Different reservoirs, different amounts", "Pip uses a labeled source to compare salt water and fresh water, then distinguishes surface fresh water from ice and groundwater." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:water-reservoir-3", "completionId": "62-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.water-reservoir-4.v1", "prompt": "Use a scientific source to graph why a small drawn lake cannot represent the size of all Earth’s freshwater.", "hint": "With a grown-up, use labeled relative quantities for oceans, lakes, rivers, glaciers, groundwater, and polar ice. Keep the denominator clear: all water or fresh water. Explain rounding and avoid counting overlapping categories twice.", "demonstration": [ "Different reservoirs, different amounts", "Pip uses a labeled source to compare salt water and fresh water, then distinguishes surface fresh water from ice and groundwater." ], "workspace": "draw", "type": "work", "variantKey": "g5:science:water-reservoir-4", "completionId": "78-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Combine sources about community resource protection", "standard": "5-ESS-3.1", "demo": [ "Scientific idea → action → evidence", "Pip compares two sources about a community’s water-protection work and asks what evidence shows an effect." ], "prerequisites": [], "id": "g5.science.resources", "grade": 5, "subject": "g5-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.science.resource-inquiry-0.v1", "prompt": "Compare community approaches to protecting stream banks.", "hint": "Choose reliable sources with a grown-up. Explain the scientific idea, a reported result, and an uncertainty. Recommend a next question without claiming that one measure fixes every problem.", "demonstration": [ "Scientific idea → action → evidence", "Pip compares two sources about a community’s water-protection work and asks what evidence shows an effect." ], "steps": [ "Find two sources describing approaches to the same resource problem.", "Compare actions, evidence, costs or limits, and who may be affected.", "Combine the findings into a supported recommendation and cite both sources." ], "workspace": "write", "type": "work", "variantKey": "g5:science:resource-inquiry-0", "completionId": "15-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.resource-inquiry-1.v1", "prompt": "Compare community approaches to reducing litter reaching waterways.", "hint": "Choose reliable sources with a grown-up. Explain the scientific idea, a reported result, and an uncertainty. Recommend a next question without claiming that one measure fixes every problem.", "demonstration": [ "Scientific idea → action → evidence", "Pip compares two sources about a community’s water-protection work and asks what evidence shows an effect." ], "steps": [ "Find two sources describing approaches to the same resource problem.", "Compare actions, evidence, costs or limits, and who may be affected.", "Combine the findings into a supported recommendation and cite both sources." ], "workspace": "write", "type": "work", "variantKey": "g5:science:resource-inquiry-1", "completionId": "31-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.resource-inquiry-2.v1", "prompt": "Compare community approaches to conserving water in public landscapes.", "hint": "Choose reliable sources with a grown-up. Explain the scientific idea, a reported result, and an uncertainty. Recommend a next question without claiming that one measure fixes every problem.", "demonstration": [ "Scientific idea → action → evidence", "Pip compares two sources about a community’s water-protection work and asks what evidence shows an effect." ], "steps": [ "Find two sources describing approaches to the same resource problem.", "Compare actions, evidence, costs or limits, and who may be affected.", "Combine the findings into a supported recommendation and cite both sources." ], "workspace": "write", "type": "work", "variantKey": "g5:science:resource-inquiry-2", "completionId": "47-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.resource-inquiry-3.v1", "prompt": "Compare community approaches to reducing unnecessary outdoor lighting.", "hint": "Choose reliable sources with a grown-up. Explain the scientific idea, a reported result, and an uncertainty. Recommend a next question without claiming that one measure fixes every problem.", "demonstration": [ "Scientific idea → action → evidence", "Pip compares two sources about a community’s water-protection work and asks what evidence shows an effect." ], "steps": [ "Find two sources describing approaches to the same resource problem.", "Compare actions, evidence, costs or limits, and who may be affected.", "Combine the findings into a supported recommendation and cite both sources." ], "workspace": "write", "type": "work", "variantKey": "g5:science:resource-inquiry-3", "completionId": "63-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.science.resource-inquiry-4.v1", "prompt": "Compare community approaches to improving reuse or recycling of a material.", "hint": "Choose reliable sources with a grown-up. Explain the scientific idea, a reported result, and an uncertainty. Recommend a next question without claiming that one measure fixes every problem.", "demonstration": [ "Scientific idea → action → evidence", "Pip compares two sources about a community’s water-protection work and asks what evidence shows an effect." ], "steps": [ "Find two sources describing approaches to the same resource problem.", "Compare actions, evidence, costs or limits, and who may be affected.", "Combine the findings into a supported recommendation and cite both sources." ], "workspace": "write", "type": "work", "variantKey": "g5:science:resource-inquiry-4", "completionId": "79-93", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Explain colonial development, conflict and social change", "standard": "5.SS.1.1–9,11", "demo": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "prerequisites": [], "id": "g5.social-studies.history", "grade": 5, "subject": "g5-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.social-studies.history-0.v1", "prompt": "Investigate interactions between a European colony and an established Indigenous nation.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-0", "completionId": "0-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-1.v1", "prompt": "Investigate differences among the New England, Middle, and Southern colonies.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-1", "completionId": "7-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-2.v1", "prompt": "Investigate how colonial assemblies contributed to later government.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-2", "completionId": "14-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-3.v1", "prompt": "Investigate religion as one influence on settlement and community life.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-3", "completionId": "21-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-4.v1", "prompt": "Investigate religious freedom and exclusion in a particular colonial community.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-4", "completionId": "28-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-5.v1", "prompt": "Investigate economic motives for immigration in a chosen historical period.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-5", "completionId": "35-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-6.v1", "prompt": "Investigate political or religious motives for immigration in a chosen period.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-6", "completionId": "41-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-7.v1", "prompt": "Investigate the difference between voluntary migration and forced migration.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-7", "completionId": "47-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-8.v1", "prompt": "Investigate indentured servitude and its conditions in a historical source.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-8", "completionId": "53-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-9.v1", "prompt": "Investigate the Atlantic slave trade and the denial of freedom to enslaved people.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-9", "completionId": "59-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-10.v1", "prompt": "Investigate enslaved people’s resistance and efforts to preserve family or community.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-10", "completionId": "65-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-11.v1", "prompt": "Investigate taxation and disputes over representation before the Revolution.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-11", "completionId": "69-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-12.v1", "prompt": "Investigate causes and consequences of the Boston Tea Party.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-12", "completionId": "73-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-13.v1", "prompt": "Investigate the different positions of Patriots, Loyalists, and people with other priorities.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-13", "completionId": "77-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-14.v1", "prompt": "Investigate a compromise at the Constitutional Convention and whose interests it protected or excluded.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-14", "completionId": "81-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-15.v1", "prompt": "Investigate George Washington’s role and limits using more than one account.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-15", "completionId": "85-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-16.v1", "prompt": "Investigate Benjamin Franklin’s civic or scientific work.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-16", "completionId": "88-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-17.v1", "prompt": "Investigate Abigail Adams and arguments about rights.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-17", "completionId": "91-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-18.v1", "prompt": "Investigate the cotton gin’s economic effects and its connection with the expansion of slavery.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-18", "completionId": "94-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.history-19.v1", "prompt": "Investigate the reaper, steam engine, or locomotive and effects on westward expansion.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Use age-appropriate sources with a grown-up. Discuss causes, consequences, and whose voices are present or missing. Use non-graphic accounts; do not reenact enslavement or violence. You may pause or choose another topic.", "demonstration": [ "Sources → causes → consequences", "Pip compares accounts of a historical change and asks how its consequences differed for groups of people." ], "steps": [ "Choose a focused question and two reliable sources, including affected people’s perspectives where available.", "Record dates, supported facts, and differences between accounts. Distinguish choice, coercion, and uncertainty.", "Explain the change using evidence and name what the sources cannot establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:history-19", "completionId": "97-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Explain Indigenous continuity, sovereignty and expansion impacts", "standard": "5.SS.1.1,10; 5.SS.4.1,5,7", "demo": [ "Distinct nations, past and present", "Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club." ], "prerequisites": [], "id": "g5.social-studies.nations", "grade": 5, "subject": "g5-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.social-studies.nation-history-0.v1", "prompt": "Learn from a public source about Nez Perce Tribe before and during colonial or U.S. expansion.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "reviewNote": "Tribal cultural review pending. Public tribal-authored accounts take priority; no endorsement is claimed.", "hint": "An adult chooses a source created by the nation or community and a second historical source. Explain that Indigenous societies existed long before the United States. Discuss a specific interaction and its effects without treating nations as interchangeable.", "demonstration": [ "Distinct nations, past and present", "Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:nation-history-0", "completionId": "1-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.nation-today-0.v1", "prompt": "Explore a present-day public educational source from Nez Perce Tribe.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "reviewNote": "Tribal cultural review pending. Public tribal-authored accounts take priority; no endorsement is claimed.", "hint": "Identify how the community describes its government, land, or cultural continuity. Compare state or federal responsibilities with tribal sovereignty without assuming every nation has the same structure. Do not copy restricted practices.", "demonstration": [ "Distinct nations, past and present", "Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club." ], "type": "work", "variantKey": "g5:social-studies:nation-today-0", "completionId": "8-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.nation-history-1.v1", "prompt": "Learn from a public source about Cherokee Nation before and during colonial or U.S. expansion.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "reviewNote": "Tribal cultural review pending. Public tribal-authored accounts take priority; no endorsement is claimed.", "hint": "An adult chooses a source created by the nation or community and a second historical source. Explain that Indigenous societies existed long before the United States. Discuss a specific interaction and its effects without treating nations as interchangeable.", "demonstration": [ "Distinct nations, past and present", "Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:nation-history-1", "completionId": "15-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.nation-today-1.v1", "prompt": "Explore a present-day public educational source from Cherokee Nation.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "reviewNote": "Tribal cultural review pending. Public tribal-authored accounts take priority; no endorsement is claimed.", "hint": "Identify how the community describes its government, land, or cultural continuity. Compare state or federal responsibilities with tribal sovereignty without assuming every nation has the same structure. Do not copy restricted practices.", "demonstration": [ "Distinct nations, past and present", "Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club." ], "type": "work", "variantKey": "g5:social-studies:nation-today-1", "completionId": "22-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.nation-history-2.v1", "prompt": "Learn from a public source about Haudenosaunee Confederacy before and during colonial or U.S. expansion.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "reviewNote": "Tribal cultural review pending. Public tribal-authored accounts take priority; no endorsement is claimed.", "hint": "An adult chooses a source created by the nation or community and a second historical source. Explain that Indigenous societies existed long before the United States. Discuss a specific interaction and its effects without treating nations as interchangeable.", "demonstration": [ "Distinct nations, past and present", "Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:nation-history-2", "completionId": "29-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.nation-today-2.v1", "prompt": "Explore a present-day public educational source from Haudenosaunee Confederacy.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "reviewNote": "Tribal cultural review pending. Public tribal-authored accounts take priority; no endorsement is claimed.", "hint": "Identify how the community describes its government, land, or cultural continuity. Compare state or federal responsibilities with tribal sovereignty without assuming every nation has the same structure. Do not copy restricted practices.", "demonstration": [ "Distinct nations, past and present", "Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club." ], "type": "work", "variantKey": "g5:social-studies:nation-today-2", "completionId": "36-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.nation-history-3.v1", "prompt": "Learn from a public source about Wampanoag communities before and during colonial or U.S. expansion.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "reviewNote": "Tribal cultural review pending. Public tribal-authored accounts take priority; no endorsement is claimed.", "hint": "An adult chooses a source created by the nation or community and a second historical source. Explain that Indigenous societies existed long before the United States. Discuss a specific interaction and its effects without treating nations as interchangeable.", "demonstration": [ "Distinct nations, past and present", "Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:nation-history-3", "completionId": "42-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.nation-today-3.v1", "prompt": "Explore a present-day public educational source from Wampanoag communities.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "reviewNote": "Tribal cultural review pending. Public tribal-authored accounts take priority; no endorsement is claimed.", "hint": "Identify how the community describes its government, land, or cultural continuity. Compare state or federal responsibilities with tribal sovereignty without assuming every nation has the same structure. Do not copy restricted practices.", "demonstration": [ "Distinct nations, past and present", "Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club." ], "type": "work", "variantKey": "g5:social-studies:nation-today-3", "completionId": "48-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.nation-history-4.v1", "prompt": "Learn from a public source about Shoshone-Bannock Tribes before and during colonial or U.S. expansion.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "reviewNote": "Tribal cultural review pending. Public tribal-authored accounts take priority; no endorsement is claimed.", "hint": "An adult chooses a source created by the nation or community and a second historical source. Explain that Indigenous societies existed long before the United States. Discuss a specific interaction and its effects without treating nations as interchangeable.", "demonstration": [ "Distinct nations, past and present", "Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:nation-history-4", "completionId": "54-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.nation-today-4.v1", "prompt": "Explore a present-day public educational source from Shoshone-Bannock Tribes.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "reviewNote": "Tribal cultural review pending. Public tribal-authored accounts take priority; no endorsement is claimed.", "hint": "Identify how the community describes its government, land, or cultural continuity. Compare state or federal responsibilities with tribal sovereignty without assuming every nation has the same structure. Do not copy restricted practices.", "demonstration": [ "Distinct nations, past and present", "Pip begins with a tribal-authored public source and distinguishes a sovereign nation from a state or a cultural club." ], "type": "work", "variantKey": "g5:social-studies:nation-today-4", "completionId": "60-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use maps to investigate U.S. places and resources", "standard": "5.SS.2.1–4", "demo": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "prerequisites": [], "id": "g5.social-studies.geography", "grade": 5, "subject": "g5-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.social-studies.state-atlas-0.v1", "prompt": "Locate these states and name their capitals: Alabama, Alaska, Arizona, Arkansas, California.", "hint": "Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:state-atlas-0", "completionId": "2-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.state-atlas-1.v1", "prompt": "Locate these states and name their capitals: Colorado, Connecticut, Delaware, Florida, Georgia.", "hint": "Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:state-atlas-1", "completionId": "9-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.state-atlas-2.v1", "prompt": "Locate these states and name their capitals: Hawaii, Idaho, Illinois, Indiana, Iowa.", "hint": "Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:state-atlas-2", "completionId": "16-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.state-atlas-3.v1", "prompt": "Locate these states and name their capitals: Kansas, Kentucky, Louisiana, Maine, Maryland.", "hint": "Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:state-atlas-3", "completionId": "23-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.state-atlas-4.v1", "prompt": "Locate these states and name their capitals: Massachusetts, Michigan, Minnesota, Mississippi, Missouri.", "hint": "Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:state-atlas-4", "completionId": "30-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.state-atlas-5.v1", "prompt": "Locate these states and name their capitals: Montana, Nebraska, Nevada, New Hampshire, New Jersey.", "hint": "Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:state-atlas-5", "completionId": "37-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.state-atlas-6.v1", "prompt": "Locate these states and name their capitals: New Mexico, New York, North Carolina, North Dakota, Ohio.", "hint": "Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:state-atlas-6", "completionId": "43-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.state-atlas-7.v1", "prompt": "Locate these states and name their capitals: Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina.", "hint": "Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:state-atlas-7", "completionId": "49-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.state-atlas-8.v1", "prompt": "Locate these states and name their capitals: South Dakota, Tennessee, Texas, Utah, Vermont.", "hint": "Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:state-atlas-8", "completionId": "55-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.state-atlas-9.v1", "prompt": "Locate these states and name their capitals: Virginia, Washington, West Virginia, Wisconsin, Wyoming.", "hint": "Use a labeled atlas with a grown-up, then try recalling the locations and capitals without labels. Compare the region, neighbors, and one resource or landform. An adult observes recall; simply opening a map is practice.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:state-atlas-9", "completionId": "61-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.map-inquiry-0.v1", "prompt": "Geography explorer: locate Puerto Rico, Guam, the U.S. Virgin Islands, American Samoa, and the Northern Mariana Islands.", "hint": "Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:map-inquiry-0", "completionId": "66-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.map-inquiry-1.v1", "prompt": "Geography explorer: compare two ways an atlas divides the United States into regions.", "hint": "Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:map-inquiry-1", "completionId": "70-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.map-inquiry-2.v1", "prompt": "Geography explorer: use latitude and longitude to locate a U.S. place on a labeled map.", "hint": "Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:map-inquiry-2", "completionId": "74-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.map-inquiry-3.v1", "prompt": "Geography explorer: compare a satellite image with a map of the same area.", "hint": "Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:map-inquiry-3", "completionId": "78-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.map-inquiry-4.v1", "prompt": "Geography explorer: compare an aerial photograph and a ground-level photograph.", "hint": "Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:map-inquiry-4", "completionId": "82-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.map-inquiry-5.v1", "prompt": "Geography explorer: connect regional resources with transportation routes.", "hint": "Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:map-inquiry-5", "completionId": "86-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.map-inquiry-6.v1", "prompt": "Geography explorer: compare a physical map and a population map.", "hint": "Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:map-inquiry-6", "completionId": "89-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.map-inquiry-7.v1", "prompt": "Geography explorer: make a chart comparing resources in two U.S. regions.", "hint": "Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:map-inquiry-7", "completionId": "92-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.map-inquiry-8.v1", "prompt": "Geography explorer: compare maps from two dates showing a settlement change.", "hint": "Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:map-inquiry-8", "completionId": "95-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.map-inquiry-9.v1", "prompt": "Geography explorer: explain how a map’s scale and purpose affect what it shows.", "hint": "Use suitable maps selected with an adult. Record dates, keys, scale, and sources. Use coordinates or labels as evidence, and distinguish a mapped pattern from a proven cause. Do not enter a home address.", "demonstration": [ "Key → coordinates → evidence", "Pip compares a physical map and a population map, checking their dates and keys before explaining a possible relationship." ], "workspace": "draw", "type": "work", "variantKey": "g5:social-studies:map-inquiry-9", "completionId": "98-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Explain markets, economic policies and tradeoffs", "standard": "5.SS.3.1–6", "demo": [ "Policy → incentives → effects", "Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice." ], "prerequisites": [], "id": "g5.social-studies.economy", "grade": 5, "subject": "g5-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.social-studies.economy-check-0.v1", "prompt": "What is a tariff?", "answer": "a tax on imported goods", "options": [ { "label": "a tax on imported goods" }, { "label": "a ban on all local purchases" }, { "label": "a map of trade routes" } ], "hint": "Identify the concept and the tradeoff. These are simplified educational examples.", "demonstration": [ "Policy → incentives → effects", "Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice." ], "type": "choice", "variantKey": "g5:social-studies:economy-check-0", "completionId": "3-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.economy-check-1.v1", "prompt": "What is an embargo in a trade context?", "answer": "a restriction or ban on trade with a specified place", "options": [ { "label": "a restriction or ban on trade with a specified place" }, { "label": "a guarantee of free shipping" }, { "label": "a loan to every business" } ], "hint": "Identify the concept and the tradeoff. These are simplified educational examples.", "demonstration": [ "Policy → incentives → effects", "Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice." ], "type": "choice", "variantKey": "g5:social-studies:economy-check-1", "completionId": "10-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.economy-check-2.v1", "prompt": "What is taxation used to collect?", "answer": "revenue for government purposes", "options": [ { "label": "revenue for government purposes" }, { "label": "only private gifts" }, { "label": "votes in an election" } ], "hint": "Identify the concept and the tradeoff. These are simplified educational examples.", "demonstration": [ "Policy → incentives → effects", "Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice." ], "type": "choice", "variantKey": "g5:social-studies:economy-check-2", "completionId": "17-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.economy-check-3.v1", "prompt": "Which is a feature of a market economy?", "answer": "Buyers and sellers make many choices about goods and services.", "options": [ { "label": "Buyers and sellers make many choices about goods and services." }, { "label": "Every price is chosen by one child." }, { "label": "Resources are unlimited." } ], "hint": "Identify the concept and the tradeoff. These are simplified educational examples.", "demonstration": [ "Policy → incentives → effects", "Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice." ], "type": "choice", "variantKey": "g5:social-studies:economy-check-3", "completionId": "24-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.economy-check-4.v1", "prompt": "A fictional entrepreneur buys equipment before knowing how much will sell. What does this illustrate?", "answer": "a possible reward along with financial risk", "options": [ { "label": "a possible reward along with financial risk" }, { "label": "a guaranteed profit" }, { "label": "no need to plan" } ], "hint": "Identify the concept and the tradeoff. These are simplified educational examples.", "demonstration": [ "Policy → incentives → effects", "Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice." ], "type": "choice", "variantKey": "g5:social-studies:economy-check-4", "completionId": "31-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.economy-check-5.v1", "prompt": "A fictional budget starts at 100 tokens and pays 8 in a model tax. How many remain for other uses?", "answer": "92 tokens", "options": [ { "label": "92 tokens" }, { "label": "108 tokens" }, { "label": "100 tokens" } ], "hint": "Identify the concept and the tradeoff. These are simplified educational examples.", "demonstration": [ "Policy → incentives → effects", "Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice." ], "type": "choice", "variantKey": "g5:social-studies:economy-check-5", "completionId": "38-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.economy-check-6.v1", "prompt": "Why can better transportation encourage trade?", "answer": "It can reduce the time or cost of moving goods.", "options": [ { "label": "It can reduce the time or cost of moving goods." }, { "label": "It makes all resources unlimited." }, { "label": "It removes every business risk." } ], "hint": "Identify the concept and the tradeoff. These are simplified educational examples.", "demonstration": [ "Policy → incentives → effects", "Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice." ], "type": "choice", "variantKey": "g5:social-studies:economy-check-6", "completionId": "44-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.economy-check-7.v1", "prompt": "How can faster communication help a business?", "answer": "It can help coordinate orders and deliveries.", "options": [ { "label": "It can help coordinate orders and deliveries." }, { "label": "It guarantees every order is correct." }, { "label": "It makes transportation unnecessary." } ], "hint": "Identify the concept and the tradeoff. These are simplified educational examples.", "demonstration": [ "Policy → incentives → effects", "Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice." ], "type": "choice", "variantKey": "g5:social-studies:economy-check-7", "completionId": "50-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.economy-inquiry-0.v1", "prompt": "Explain a colonial economic policy that contributed to protest.", "hint": "Use reliable historical sources or clearly labeled pretend figures. Consider more than one affected group. No purchases, real financial records, or tax decisions are needed.", "demonstration": [ "Policy → incentives → effects", "Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:economy-inquiry-0", "completionId": "56-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.economy-inquiry-1.v1", "prompt": "Explain a fictional tariff’s effects on different buyers and sellers.", "hint": "Use reliable historical sources or clearly labeled pretend figures. Consider more than one affected group. No purchases, real financial records, or tax decisions are needed.", "demonstration": [ "Policy → incentives → effects", "Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:economy-inquiry-1", "completionId": "62-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.economy-inquiry-2.v1", "prompt": "Explain a historical embargo and its intended and unintended effects.", "hint": "Use reliable historical sources or clearly labeled pretend figures. Consider more than one affected group. No purchases, real financial records, or tax decisions are needed.", "demonstration": [ "Policy → incentives → effects", "Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:economy-inquiry-2", "completionId": "67-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.economy-inquiry-3.v1", "prompt": "Explain a pretend business plan with costs, possible earnings, and risks.", "hint": "Use reliable historical sources or clearly labeled pretend figures. Consider more than one affected group. No purchases, real financial records, or tax decisions are needed.", "demonstration": [ "Policy → incentives → effects", "Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:economy-inquiry-3", "completionId": "71-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.economy-inquiry-4.v1", "prompt": "Explain how a model tax changes a personal budget and supports a public service.", "hint": "Use reliable historical sources or clearly labeled pretend figures. Consider more than one affected group. No purchases, real financial records, or tax decisions are needed.", "demonstration": [ "Policy → incentives → effects", "Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:economy-inquiry-4", "completionId": "75-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.economy-inquiry-5.v1", "prompt": "Explain how a transport innovation changed trade in a historical region.", "hint": "Use reliable historical sources or clearly labeled pretend figures. Consider more than one affected group. No purchases, real financial records, or tax decisions are needed.", "demonstration": [ "Policy → incentives → effects", "Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:economy-inquiry-5", "completionId": "79-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.economy-inquiry-6.v1", "prompt": "Explain how supply, demand, and limited resources shape a fictional market.", "hint": "Use reliable historical sources or clearly labeled pretend figures. Consider more than one affected group. No purchases, real financial records, or tax decisions are needed.", "demonstration": [ "Policy → incentives → effects", "Pip compares how a fictional tax affects a budget and a public service while keeping the example separate from real tax advice." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:economy-inquiry-6", "completionId": "83-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Explain founding documents and government structures", "standard": "5.SS.4.1–7,11–13", "demo": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "prerequisites": [], "id": "g5.social-studies.government", "grade": 5, "subject": "g5-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g5.social-studies.civic-check-0.v1", "prompt": "Which federal branch makes laws?", "answer": "Congress, the legislative branch", "options": [ { "label": "Congress, the legislative branch" }, { "label": "the executive branch alone" }, { "label": "the judicial branch" } ], "hint": "Connect the principle with the roles and limits described.", "demonstration": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "type": "choice", "variantKey": "g5:social-studies:civic-check-0", "completionId": "4-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.civic-check-1.v1", "prompt": "Which federal branch carries out laws?", "answer": "the executive branch", "options": [ { "label": "the executive branch" }, { "label": "the legislative branch alone" }, { "label": "a private club" } ], "hint": "Connect the principle with the roles and limits described.", "demonstration": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "type": "choice", "variantKey": "g5:social-studies:civic-check-1", "completionId": "11-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.civic-check-2.v1", "prompt": "Which branch interprets laws in cases?", "answer": "the judicial branch", "options": [ { "label": "the judicial branch" }, { "label": "the legislative branch" }, { "label": "a news organization" } ], "hint": "Connect the principle with the roles and limits described.", "demonstration": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "type": "choice", "variantKey": "g5:social-studies:civic-check-2", "completionId": "18-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.civic-check-3.v1", "prompt": "What does separation of powers describe?", "answer": "dividing government responsibilities among branches", "options": [ { "label": "dividing government responsibilities among branches" }, { "label": "giving every power to one person" }, { "label": "removing every responsibility" } ], "hint": "Connect the principle with the roles and limits described.", "demonstration": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "type": "choice", "variantKey": "g5:social-studies:civic-check-3", "completionId": "25-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.civic-check-4.v1", "prompt": "What is a basic idea of checks and balances?", "answer": "Branches can limit certain actions of other branches.", "options": [ { "label": "Branches can limit certain actions of other branches." }, { "label": "No branch has any power." }, { "label": "Every official can ignore laws." } ], "hint": "Connect the principle with the roles and limits described.", "demonstration": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "type": "choice", "variantKey": "g5:social-studies:civic-check-4", "completionId": "32-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.civic-check-5.v1", "prompt": "What does federalism describe?", "answer": "power divided between national and state governments", "options": [ { "label": "power divided between national and state governments" }, { "label": "one classroom choosing a game" }, { "label": "all local rules being identical" } ], "hint": "Connect the principle with the roles and limits described.", "demonstration": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "type": "choice", "variantKey": "g5:social-studies:civic-check-5", "completionId": "39-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.civic-check-6.v1", "prompt": "What does popular sovereignty mean?", "answer": "government authority rests with the people", "options": [ { "label": "government authority rests with the people" }, { "label": "one ruler owns all government power" }, { "label": "popularity removes individual rights" } ], "hint": "Connect the principle with the roles and limits described.", "demonstration": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "type": "choice", "variantKey": "g5:social-studies:civic-check-6", "completionId": "45-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.civic-check-7.v1", "prompt": "How is the United States a constitutional republic?", "answer": "People choose representatives within a constitutional system.", "options": [ { "label": "People choose representatives within a constitutional system." }, { "label": "Every public decision is a direct vote of all citizens." }, { "label": "Representatives have unlimited power" } ], "hint": "Connect the principle with the roles and limits described.", "demonstration": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "type": "choice", "variantKey": "g5:social-studies:civic-check-7", "completionId": "51-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.civic-check-8.v1", "prompt": "How does a direct democracy differ from representative government?", "answer": "People vote directly on decisions rather than acting only through elected representatives.", "options": [ { "label": "People vote directly on decisions rather than acting only through elected representatives." }, { "label": "It has no decisions to make." }, { "label": "It always removes minority rights." } ], "hint": "Connect the principle with the roles and limits described.", "demonstration": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "type": "choice", "variantKey": "g5:social-studies:civic-check-8", "completionId": "57-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.civic-check-9.v1", "prompt": "What does rule of law mean as a civic principle?", "answer": "People and government are subject to law.", "options": [ { "label": "People and government are subject to law." }, { "label": "Only people without official roles must follow laws." }, { "label": "A popular person can ignore every law." } ], "hint": "Connect the principle with the roles and limits described.", "demonstration": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "type": "choice", "variantKey": "g5:social-studies:civic-check-9", "completionId": "63-94", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g5.social-studies.government-inquiry-0.v1", "prompt": "Use an official educational source to explain the Declaration of Independence’s claims about rights and government.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Read age-appropriate excerpts with a grown-up. Explain a principle and an example, distinguish historical ideals from who could exercise rights at the time, and identify a question for further study.", "demonstration": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:government-inquiry-0", "completionId": "68-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.government-inquiry-1.v1", "prompt": "Use an official educational source to explain the Articles of Confederation as a transitional national government.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Read age-appropriate excerpts with a grown-up. Explain a principle and an example, distinguish historical ideals from who could exercise rights at the time, and identify a question for further study.", "demonstration": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:government-inquiry-1", "completionId": "72-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.government-inquiry-2.v1", "prompt": "Use an official educational source to explain the Constitution and how it organizes government powers.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Read age-appropriate excerpts with a grown-up. Explain a principle and an example, distinguish historical ideals from who could exercise rights at the time, and identify a question for further study.", "demonstration": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:government-inquiry-2", "completionId": "76-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.government-inquiry-3.v1", "prompt": "Use an official educational source to explain the Bill of Rights and protections of individual freedoms.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Read age-appropriate excerpts with a grown-up. Explain a principle and an example, distinguish historical ideals from who could exercise rights at the time, and identify a question for further study.", "demonstration": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:government-inquiry-3", "completionId": "80-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.government-inquiry-4.v1", "prompt": "Use an official educational source to explain judicial review as a check on government action.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Read age-appropriate excerpts with a grown-up. Explain a principle and an example, distinguish historical ideals from who could exercise rights at the time, and identify a question for further study.", "demonstration": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:government-inquiry-4", "completionId": "84-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.government-inquiry-5.v1", "prompt": "Use an official educational source to explain differences among reservation lands, state public lands, and federal public lands.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Read age-appropriate excerpts with a grown-up. Explain a principle and an example, distinguish historical ideals from who could exercise rights at the time, and identify a question for further study.", "demonstration": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:government-inquiry-5", "completionId": "87-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.government-inquiry-6.v1", "prompt": "Use an official educational source to explain different federal, state, and tribal responsibilities.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Read age-appropriate excerpts with a grown-up. Explain a principle and an example, distinguish historical ideals from who could exercise rights at the time, and identify a question for further study.", "demonstration": [ "Principle → example → limit", "Pip distinguishes lawmaking, carrying out laws, and interpreting laws and considers why powers are divided." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:government-inquiry-6", "completionId": "90-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use current sources and discuss civic responsibility", "standard": "5.SS.4.8–10,13", "demo": [ "Check a source, then participate", "Pip checks an official current source for an officeholder and drafts a respectful question with a grown-up." ], "prerequisites": [], "id": "g5.social-studies.citizenship", "grade": 5, "subject": "g5-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.social-studies.citizenship-0.v1", "prompt": "Civic practice: verify the current President, Vice President, Idaho U.S. Senators, and Idaho U.S. Representatives using dated official sources.", "hint": "Work with a grown-up and current official information. Listen to more than one perspective, support an idea with reasons, and keep private details out of the site. This activity sends no messages or public comments.", "demonstration": [ "Check a source, then participate", "Pip checks an official current source for an officeholder and drafts a respectful question with a grown-up." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:citizenship-0", "completionId": "93-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.citizenship-1.v1", "prompt": "Civic practice: draft a respectful question about a community issue and consider rights and responsibilities.", "hint": "Work with a grown-up and current official information. Listen to more than one perspective, support an idea with reasons, and keep private details out of the site. This activity sends no messages or public comments.", "demonstration": [ "Check a source, then participate", "Pip checks an official current source for an officeholder and drafts a respectful question with a grown-up." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:citizenship-1", "completionId": "96-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.citizenship-2.v1", "prompt": "Civic practice: compare majority rule with protection of minority rights in a fictional public-space decision.", "hint": "Work with a grown-up and current official information. Listen to more than one perspective, support an idea with reasons, and keep private details out of the site. This activity sends no messages or public comments.", "demonstration": [ "Check a source, then participate", "Pip checks an official current source for an officeholder and drafts a respectful question with a grown-up." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:citizenship-2", "completionId": "99-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Explain international interaction and interdependence", "standard": "5.SS.5.1–3", "demo": [ "One issue, connected places", "Pip traces how a product connects places and considers how governments can discuss a shared problem." ], "prerequisites": [], "id": "g5.social-studies.global", "grade": 5, "subject": "g5-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.social-studies.global-0.v1", "prompt": "Explore how two countries cooperate over a shared river.", "hint": "Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.", "demonstration": [ "One issue, connected places", "Pip traces how a product connects places and considers how governments can discuss a shared problem." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:global-0", "completionId": "5-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.global-1.v1", "prompt": "Explore how governments discuss a trade disagreement.", "hint": "Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.", "demonstration": [ "One issue, connected places", "Pip traces how a product connects places and considers how governments can discuss a shared problem." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:global-1", "completionId": "12-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.global-2.v1", "prompt": "Explore how a scientific project can involve several countries.", "hint": "Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.", "demonstration": [ "One issue, connected places", "Pip traces how a product connects places and considers how governments can discuss a shared problem." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:global-2", "completionId": "19-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.global-3.v1", "prompt": "Explore how a book or tool connects creators and workers in several places.", "hint": "Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.", "demonstration": [ "One issue, connected places", "Pip traces how a product connects places and considers how governments can discuss a shared problem." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:global-3", "completionId": "26-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.global-4.v1", "prompt": "Explore how countries coordinate help after a natural disaster.", "hint": "Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.", "demonstration": [ "One issue, connected places", "Pip traces how a product connects places and considers how governments can discuss a shared problem." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:global-4", "completionId": "33-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.global-5.v1", "prompt": "Explore why countries have different government structures.", "hint": "Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.", "demonstration": [ "One issue, connected places", "Pip traces how a product connects places and considers how governments can discuss a shared problem." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:global-5", "completionId": "40-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.global-6.v1", "prompt": "Explore how imports and exports connect the United States with other countries.", "hint": "Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.", "demonstration": [ "One issue, connected places", "Pip traces how a product connects places and considers how governments can discuss a shared problem." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:global-6", "completionId": "46-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.global-7.v1", "prompt": "Explore how a transportation delay can affect people in several places.", "hint": "Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.", "demonstration": [ "One issue, connected places", "Pip traces how a product connects places and considers how governments can discuss a shared problem." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:global-7", "completionId": "52-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.global-8.v1", "prompt": "Explore how an international agreement attempts to address a shared problem.", "hint": "Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.", "demonstration": [ "One issue, connected places", "Pip traces how a product connects places and considers how governments can discuss a shared problem." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:global-8", "completionId": "58-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.global-9.v1", "prompt": "Explore how a product’s path can include raw materials, manufacturing, and sale in different countries.", "hint": "Choose reliable age-appropriate sources with a grown-up. Identify the places, participants, and differing interests. Explain a connection and a limit without assuming a country’s government speaks for every individual.", "demonstration": [ "One issue, connected places", "Pip traces how a product connects places and considers how governments can discuss a shared problem." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:global-9", "completionId": "64-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use historical sources to support explanations", "standard": "5.SS.1.1–11; 5.SS.2.1", "demo": [ "Author, date, purpose, perspective", "Pip distinguishes a source created at the time from a later interpretation and asks what each can establish." ], "prerequisites": [], "id": "g5.social-studies.sources", "grade": 5, "subject": "g5-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.social-studies.source-compare-0.v1", "prompt": "Compare a historical letter and a later textbook account.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Identify author or creator, date, purpose, and audience. Explain which is primary or secondary for your question, quote briefly and accurately, and describe what each leaves out.", "demonstration": [ "Author, date, purpose, perspective", "Pip distinguishes a source created at the time from a later interpretation and asks what each can establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:source-compare-0", "completionId": "6-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.source-compare-1.v1", "prompt": "Compare a dated map and a later map of the same region.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Identify author or creator, date, purpose, and audience. Explain which is primary or secondary for your question, quote briefly and accurately, and describe what each leaves out.", "demonstration": [ "Author, date, purpose, perspective", "Pip distinguishes a source created at the time from a later interpretation and asks what each can establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:source-compare-1", "completionId": "13-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.source-compare-2.v1", "prompt": "Compare an artifact photograph and a museum interpretation.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Identify author or creator, date, purpose, and audience. Explain which is primary or secondary for your question, quote briefly and accurately, and describe what each leaves out.", "demonstration": [ "Author, date, purpose, perspective", "Pip distinguishes a source created at the time from a later interpretation and asks what each can establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:source-compare-2", "completionId": "20-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.source-compare-3.v1", "prompt": "Compare a historical newspaper and a later scholarly summary.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Identify author or creator, date, purpose, and audience. Explain which is primary or secondary for your question, quote briefly and accurately, and describe what each leaves out.", "demonstration": [ "Author, date, purpose, perspective", "Pip distinguishes a source created at the time from a later interpretation and asks what each can establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:source-compare-3", "completionId": "27-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.social-studies.source-compare-4.v1", "prompt": "Compare a tribal-authored public history and a government document.", "sources": [ { "label": "National Archives · Educator resources", "url": "https://www.archives.gov/education" }, { "label": "Library of Congress · Classroom materials", "url": "https://www.loc.gov/classroom-materials/" }, { "label": "Idaho Indian Education · Tribal links", "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/" } ], "hint": "Identify author or creator, date, purpose, and audience. Explain which is primary or secondary for your question, quote briefly and accurately, and describe what each leaves out.", "demonstration": [ "Author, date, purpose, perspective", "Pip distinguishes a source created at the time from a later interpretation and asks what each can establish." ], "workspace": "write", "type": "work", "variantKey": "g5:social-studies:source-compare-4", "completionId": "34-94", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Discuss emotions and needs without judging feelings", "standard": "3-5.H.1.1.2", "demo": [ "Notice → consider → ask", "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming." ], "prerequisites": [], "id": "g5.feelings.emotions", "grade": 5, "subject": "g5-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 3–5 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.feelings.emotions-0.v1", "prompt": "Fifth-grade discussion workshop: a fictional leader feels proud of a team but disappointed in one result.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Notice → consider → ask", "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming." ], "type": "work", "variantKey": "g5:feelings:emotions-0", "completionId": "0-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.emotions-1.v1", "prompt": "Fifth-grade discussion workshop: a character is excited about a move and sad to leave friends.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Notice → consider → ask", "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming." ], "type": "work", "variantKey": "g5:feelings:emotions-1", "completionId": "10-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.emotions-2.v1", "prompt": "Fifth-grade discussion workshop: two teammates interpret the same silence differently.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Notice → consider → ask", "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming." ], "type": "work", "variantKey": "g5:feelings:emotions-2", "completionId": "20-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.emotions-3.v1", "prompt": "Fifth-grade discussion workshop: someone feels relieved after choosing not to perform.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Notice → consider → ask", "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming." ], "type": "work", "variantKey": "g5:feelings:emotions-3", "completionId": "30-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.emotions-4.v1", "prompt": "Fifth-grade discussion workshop: a character compares a private feeling with an expected public reaction.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Notice → consider → ask", "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming." ], "type": "work", "variantKey": "g5:feelings:emotions-4", "completionId": "40-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.emotions-5.v1", "prompt": "Fifth-grade discussion workshop: a student needs time before explaining a disappointment.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Notice → consider → ask", "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming." ], "type": "work", "variantKey": "g5:feelings:emotions-5", "completionId": "50-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.emotions-6.v1", "prompt": "Fifth-grade discussion workshop: a character feels nervous while trying to appear confident.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Notice → consider → ask", "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming." ], "type": "work", "variantKey": "g5:feelings:emotions-6", "completionId": "60-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.emotions-7.v1", "prompt": "Fifth-grade discussion workshop: a partner’s expression is unclear during a group discussion.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Notice → consider → ask", "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming." ], "type": "work", "variantKey": "g5:feelings:emotions-7", "completionId": "70-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.emotions-8.v1", "prompt": "Fifth-grade discussion workshop: someone feels differently after learning new information.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Notice → consider → ask", "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming." ], "type": "work", "variantKey": "g5:feelings:emotions-8", "completionId": "80-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.emotions-9.v1", "prompt": "Fifth-grade discussion workshop: a character needs both connection and quiet.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Notice → consider → ask", "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming." ], "type": "work", "variantKey": "g5:feelings:emotions-9", "completionId": "90-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Practice clear listening and communication", "standard": "3-5.H.4.1.1", "demo": [ "Listen → paraphrase → check", "Pip restates a partner’s idea, checks the meaning, and adds a connected response." ], "prerequisites": [], "id": "g5.feelings.listening", "grade": 5, "subject": "g5-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 3–5 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.feelings.listening-0.v1", "prompt": "Fifth-grade discussion workshop: a group must summarize three different proposals.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Listen → paraphrase → check", "Pip restates a partner’s idea, checks the meaning, and adds a connected response." ], "type": "work", "variantKey": "g5:feelings:listening-0", "completionId": "1-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.listening-1.v1", "prompt": "Fifth-grade discussion workshop: a partner’s comment is misunderstood in a written message.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Listen → paraphrase → check", "Pip restates a partner’s idea, checks the meaning, and adds a connected response." ], "type": "work", "variantKey": "g5:feelings:listening-1", "completionId": "11-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.listening-2.v1", "prompt": "Fifth-grade discussion workshop: two speakers use the same word with different meanings.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Listen → paraphrase → check", "Pip restates a partner’s idea, checks the meaning, and adds a connected response." ], "type": "work", "variantKey": "g5:feelings:listening-2", "completionId": "21-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.listening-3.v1", "prompt": "Fifth-grade discussion workshop: a group member asks for extra processing time.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Listen → paraphrase → check", "Pip restates a partner’s idea, checks the meaning, and adds a connected response." ], "type": "work", "variantKey": "g5:feelings:listening-3", "completionId": "31-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.listening-4.v1", "prompt": "Fifth-grade discussion workshop: a listener needs to verify an inference about tone.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Listen → paraphrase → check", "Pip restates a partner’s idea, checks the meaning, and adds a connected response." ], "type": "work", "variantKey": "g5:feelings:listening-4", "completionId": "41-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.listening-5.v1", "prompt": "Fifth-grade discussion workshop: a team decides how to include someone using a communication device.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Listen → paraphrase → check", "Pip restates a partner’s idea, checks the meaning, and adds a connected response." ], "type": "work", "variantKey": "g5:feelings:listening-5", "completionId": "51-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.listening-6.v1", "prompt": "Fifth-grade discussion workshop: a speaker wants feedback on an argument rather than agreement.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Listen → paraphrase → check", "Pip restates a partner’s idea, checks the meaning, and adds a connected response." ], "type": "work", "variantKey": "g5:feelings:listening-6", "completionId": "61-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.listening-7.v1", "prompt": "Fifth-grade discussion workshop: a facilitator needs to invite quieter contributions.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Listen → paraphrase → check", "Pip restates a partner’s idea, checks the meaning, and adds a connected response." ], "type": "work", "variantKey": "g5:feelings:listening-7", "completionId": "71-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.listening-8.v1", "prompt": "Fifth-grade discussion workshop: partners must separate disagreement with an idea from criticism of a person.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Listen → paraphrase → check", "Pip restates a partner’s idea, checks the meaning, and adds a connected response." ], "type": "work", "variantKey": "g5:feelings:listening-8", "completionId": "81-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.listening-9.v1", "prompt": "Fifth-grade discussion workshop: a group revises its conclusion after hearing a new concern.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Listen → paraphrase → check", "Pip restates a partner’s idea, checks the meaning, and adds a connected response." ], "type": "work", "variantKey": "g5:feelings:listening-9", "completionId": "91-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Practice boundaries and refusal", "standard": "3-5.H.4.1.2", "demo": [ "No → space → trusted help", "Pip practices a clear refusal and asks a trusted adult for help when pressure continues." ], "prerequisites": [], "id": "g5.feelings.refusal", "grade": 5, "subject": "g5-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 3–5 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.feelings.refusal-0.v1", "prompt": "Fifth-grade discussion workshop: a peer pressures a character to share a password.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "No → space → trusted help", "Pip practices a clear refusal and asks a trusted adult for help when pressure continues." ], "type": "work", "variantKey": "g5:feelings:refusal-0", "completionId": "2-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.refusal-1.v1", "prompt": "Fifth-grade discussion workshop: a group wants to publish a friend’s photo without asking.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "No → space → trusted help", "Pip practices a clear refusal and asks a trusted adult for help when pressure continues." ], "type": "work", "variantKey": "g5:feelings:refusal-1", "completionId": "12-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.refusal-2.v1", "prompt": "Fifth-grade discussion workshop: someone insists that friendship requires accepting every invitation.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "No → space → trusted help", "Pip practices a clear refusal and asks a trusted adult for help when pressure continues." ], "type": "work", "variantKey": "g5:feelings:refusal-2", "completionId": "22-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.refusal-3.v1", "prompt": "Fifth-grade discussion workshop: a character is asked to conceal an unsafe plan.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "No → space → trusted help", "Pip practices a clear refusal and asks a trusted adult for help when pressure continues." ], "type": "work", "variantKey": "g5:feelings:refusal-3", "completionId": "32-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.refusal-4.v1", "prompt": "Fifth-grade discussion workshop: a game includes a challenge a player does not want to attempt.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "No → space → trusted help", "Pip practices a clear refusal and asks a trusted adult for help when pressure continues." ], "type": "work", "variantKey": "g5:feelings:refusal-4", "completionId": "42-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.refusal-5.v1", "prompt": "Fifth-grade discussion workshop: a person keeps contacting a character after being asked to stop.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "No → space → trusted help", "Pip practices a clear refusal and asks a trusted adult for help when pressure continues." ], "type": "work", "variantKey": "g5:feelings:refusal-5", "completionId": "52-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.refusal-6.v1", "prompt": "Fifth-grade discussion workshop: a team expects one person to do all the work.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "No → space → trusted help", "Pip practices a clear refusal and asks a trusted adult for help when pressure continues." ], "type": "work", "variantKey": "g5:feelings:refusal-6", "completionId": "62-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.refusal-7.v1", "prompt": "Fifth-grade discussion workshop: a character wants to decline a joke about another person.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "No → space → trusted help", "Pip practices a clear refusal and asks a trusted adult for help when pressure continues." ], "type": "work", "variantKey": "g5:feelings:refusal-7", "completionId": "72-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.refusal-8.v1", "prompt": "Fifth-grade discussion workshop: a classmate pressures someone to copy a private message.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "No → space → trusted help", "Pip practices a clear refusal and asks a trusted adult for help when pressure continues." ], "type": "work", "variantKey": "g5:feelings:refusal-8", "completionId": "82-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.refusal-9.v1", "prompt": "Fifth-grade discussion workshop: a character needs a respectful way to end an uncomfortable conversation.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "No → space → trusted help", "Pip practices a clear refusal and asks a trusted adult for help when pressure continues." ], "type": "work", "variantKey": "g5:feelings:refusal-9", "completionId": "92-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Practice nonviolent conflict resolution", "standard": "3-5.H.4.1.3", "demo": [ "Pause → perspectives → options", "Pip pauses, hears both concerns, and looks for an option that respects each person." ], "prerequisites": [], "id": "g5.feelings.conflict", "grade": 5, "subject": "g5-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 3–5 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.feelings.conflict-0.v1", "prompt": "Fifth-grade discussion workshop: two partners disagree about who should receive credit.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Pause → perspectives → options", "Pip pauses, hears both concerns, and looks for an option that respects each person." ], "type": "work", "variantKey": "g5:feelings:conflict-0", "completionId": "3-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.conflict-1.v1", "prompt": "Fifth-grade discussion workshop: a rumor changes how a group treats a teammate.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Pause → perspectives → options", "Pip pauses, hears both concerns, and looks for an option that respects each person." ], "type": "work", "variantKey": "g5:feelings:conflict-1", "completionId": "13-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.conflict-2.v1", "prompt": "Fifth-grade discussion workshop: one person edits shared work without discussing it.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Pause → perspectives → options", "Pip pauses, hears both concerns, and looks for an option that respects each person." ], "type": "work", "variantKey": "g5:feelings:conflict-2", "completionId": "23-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.conflict-3.v1", "prompt": "Fifth-grade discussion workshop: a group rule affects participants differently.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Pause → perspectives → options", "Pip pauses, hears both concerns, and looks for an option that respects each person." ], "type": "work", "variantKey": "g5:feelings:conflict-3", "completionId": "33-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.conflict-4.v1", "prompt": "Fifth-grade discussion workshop: a borrowed item is returned damaged with an unclear explanation.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Pause → perspectives → options", "Pip pauses, hears both concerns, and looks for an option that respects each person." ], "type": "work", "variantKey": "g5:feelings:conflict-4", "completionId": "43-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.conflict-5.v1", "prompt": "Fifth-grade discussion workshop: a joke continues after someone asks it to stop.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Pause → perspectives → options", "Pip pauses, hears both concerns, and looks for an option that respects each person." ], "type": "work", "variantKey": "g5:feelings:conflict-5", "completionId": "53-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.conflict-6.v1", "prompt": "Fifth-grade discussion workshop: two people remember an agreement differently.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Pause → perspectives → options", "Pip pauses, hears both concerns, and looks for an option that respects each person." ], "type": "work", "variantKey": "g5:feelings:conflict-6", "completionId": "63-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.conflict-7.v1", "prompt": "Fifth-grade discussion workshop: a team deadline conflicts with a member’s other responsibility.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Pause → perspectives → options", "Pip pauses, hears both concerns, and looks for an option that respects each person." ], "type": "work", "variantKey": "g5:feelings:conflict-7", "completionId": "73-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.conflict-8.v1", "prompt": "Fifth-grade discussion workshop: an apology is offered but trust still needs repair.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Pause → perspectives → options", "Pip pauses, hears both concerns, and looks for an option that respects each person." ], "type": "work", "variantKey": "g5:feelings:conflict-8", "completionId": "83-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.conflict-9.v1", "prompt": "Fifth-grade discussion workshop: a conflict involves unequal power and requires adult help.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Pause → perspectives → options", "Pip pauses, hears both concerns, and looks for an option that respects each person." ], "type": "work", "variantKey": "g5:feelings:conflict-9", "completionId": "93-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Identify when and how to ask for assistance", "standard": "3-5.H.4.1.4; 3-5.H.5.1.2", "demo": [ "Name the problem → ask", "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable." ], "prerequisites": [], "id": "g5.feelings.help", "grade": 5, "subject": "g5-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 3–5 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.feelings.help-0.v1", "prompt": "Fifth-grade discussion workshop: a character receives a message asking for secrecy and private details.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Name the problem → ask", "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable." ], "type": "work", "variantKey": "g5:feelings:help-0", "completionId": "4-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.help-1.v1", "prompt": "Fifth-grade discussion workshop: a teammate is repeatedly targeted rather than involved in an equal disagreement.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Name the problem → ask", "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable." ], "type": "work", "variantKey": "g5:feelings:help-1", "completionId": "14-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.help-2.v1", "prompt": "Fifth-grade discussion workshop: an adult is unavailable when a character first asks for help.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Name the problem → ask", "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable." ], "type": "work", "variantKey": "g5:feelings:help-2", "completionId": "24-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.help-3.v1", "prompt": "Fifth-grade discussion workshop: a student needs an accommodation to access a task.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Name the problem → ask", "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable." ], "type": "work", "variantKey": "g5:feelings:help-3", "completionId": "34-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.help-4.v1", "prompt": "Fifth-grade discussion workshop: someone notices a safety problem at a public event.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Name the problem → ask", "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable." ], "type": "work", "variantKey": "g5:feelings:help-4", "completionId": "44-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.help-5.v1", "prompt": "Fifth-grade discussion workshop: a character worries that asking for help will upset a friend.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Name the problem → ask", "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable." ], "type": "work", "variantKey": "g5:feelings:help-5", "completionId": "54-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.help-6.v1", "prompt": "Fifth-grade discussion workshop: a friend shares a concern too serious for peers to manage alone.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Name the problem → ask", "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable." ], "type": "work", "variantKey": "g5:feelings:help-6", "completionId": "64-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.help-7.v1", "prompt": "Fifth-grade discussion workshop: a child is unsure whether an online claim is trustworthy.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Name the problem → ask", "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable." ], "type": "work", "variantKey": "g5:feelings:help-7", "completionId": "74-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.help-8.v1", "prompt": "Fifth-grade discussion workshop: a character needs help organizing an overwhelming project.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Name the problem → ask", "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable." ], "type": "work", "variantKey": "g5:feelings:help-8", "completionId": "84-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.help-9.v1", "prompt": "Fifth-grade discussion workshop: a student wants to explain a problem without revealing a friend’s private information.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Name the problem → ask", "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable." ], "type": "work", "variantKey": "g5:feelings:help-9", "completionId": "94-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Discuss influences from peers and media", "standard": "3-5.H.2.1.3,5–6", "demo": [ "Message → purpose → choice", "Pip asks what a message wants someone to do and checks whether that choice supports well-being." ], "prerequisites": [], "id": "g5.feelings.peers", "grade": 5, "subject": "g5-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 3–5 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.feelings.peers-0.v1", "prompt": "Fifth-grade discussion workshop: a sponsored video hides its advertising purpose.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Message → purpose → choice", "Pip asks what a message wants someone to do and checks whether that choice supports well-being." ], "type": "work", "variantKey": "g5:feelings:peers-0", "completionId": "5-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.peers-1.v1", "prompt": "Fifth-grade discussion workshop: a group treats popularity as proof that a claim is true.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Message → purpose → choice", "Pip asks what a message wants someone to do and checks whether that choice supports well-being." ], "type": "work", "variantKey": "g5:feelings:peers-1", "completionId": "15-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.peers-2.v1", "prompt": "Fifth-grade discussion workshop: a game notification makes a character feel they must return immediately.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Message → purpose → choice", "Pip asks what a message wants someone to do and checks whether that choice supports well-being." ], "type": "work", "variantKey": "g5:feelings:peers-2", "completionId": "25-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.peers-3.v1", "prompt": "Fifth-grade discussion workshop: an edited image creates an unrealistic comparison.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Message → purpose → choice", "Pip asks what a message wants someone to do and checks whether that choice supports well-being." ], "type": "work", "variantKey": "g5:feelings:peers-3", "completionId": "35-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.peers-4.v1", "prompt": "Fifth-grade discussion workshop: an influencer promotes an unsafe challenge.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Message → purpose → choice", "Pip asks what a message wants someone to do and checks whether that choice supports well-being." ], "type": "work", "variantKey": "g5:feelings:peers-4", "completionId": "45-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.peers-5.v1", "prompt": "Fifth-grade discussion workshop: a character is pressured to buy an item to belong.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Message → purpose → choice", "Pip asks what a message wants someone to do and checks whether that choice supports well-being." ], "type": "work", "variantKey": "g5:feelings:peers-5", "completionId": "55-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.peers-6.v1", "prompt": "Fifth-grade discussion workshop: a message uses urgency to prevent careful thought.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Message → purpose → choice", "Pip asks what a message wants someone to do and checks whether that choice supports well-being." ], "type": "work", "variantKey": "g5:feelings:peers-6", "completionId": "65-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.peers-7.v1", "prompt": "Fifth-grade discussion workshop: friends support a character in taking a needed break.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Message → purpose → choice", "Pip asks what a message wants someone to do and checks whether that choice supports well-being." ], "type": "work", "variantKey": "g5:feelings:peers-7", "completionId": "75-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.peers-8.v1", "prompt": "Fifth-grade discussion workshop: a rumor spreads faster than anyone checks its source.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Message → purpose → choice", "Pip asks what a message wants someone to do and checks whether that choice supports well-being." ], "type": "work", "variantKey": "g5:feelings:peers-8", "completionId": "85-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.peers-9.v1", "prompt": "Fifth-grade discussion workshop: a public comment count is mistaken for a measure of personal worth.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Message → purpose → choice", "Pip asks what a message wants someone to do and checks whether that choice supports well-being." ], "type": "work", "variantKey": "g5:feelings:peers-9", "completionId": "95-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Compare options and possible outcomes", "standard": "3-5.H.5.1.1–6", "demo": [ "Options → outcomes → reflect", "Pip thinks through two safe choices, asks for help when needed, and reflects on the result." ], "prerequisites": [], "id": "g5.feelings.decisions", "grade": 5, "subject": "g5-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 3–5 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.feelings.decisions-0.v1", "prompt": "Fifth-grade discussion workshop: compare two ways to raise a concern about an unfair group rule.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Options → outcomes → reflect", "Pip thinks through two safe choices, asks for help when needed, and reflects on the result." ], "type": "work", "variantKey": "g5:feelings:decisions-0", "completionId": "6-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.decisions-1.v1", "prompt": "Fifth-grade discussion workshop: decide when to stop a discussion and ask an adult for help.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Options → outcomes → reflect", "Pip thinks through two safe choices, asks for help when needed, and reflects on the result." ], "type": "work", "variantKey": "g5:feelings:decisions-1", "completionId": "16-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.decisions-2.v1", "prompt": "Fifth-grade discussion workshop: choose how to correct misinformation without humiliating someone.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Options → outcomes → reflect", "Pip thinks through two safe choices, asks for help when needed, and reflects on the result." ], "type": "work", "variantKey": "g5:feelings:decisions-2", "completionId": "26-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.decisions-3.v1", "prompt": "Fifth-grade discussion workshop: plan a response to pressure to share private information.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Options → outcomes → reflect", "Pip thinks through two safe choices, asks for help when needed, and reflects on the result." ], "type": "work", "variantKey": "g5:feelings:decisions-3", "completionId": "36-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.decisions-4.v1", "prompt": "Fifth-grade discussion workshop: compare repairing harm with simply explaining intentions.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Options → outcomes → reflect", "Pip thinks through two safe choices, asks for help when needed, and reflects on the result." ], "type": "work", "variantKey": "g5:feelings:decisions-4", "completionId": "46-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.decisions-5.v1", "prompt": "Fifth-grade discussion workshop: choose a manageable commitment before agreeing to a project.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Options → outcomes → reflect", "Pip thinks through two safe choices, asks for help when needed, and reflects on the result." ], "type": "work", "variantKey": "g5:feelings:decisions-5", "completionId": "56-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.decisions-6.v1", "prompt": "Fifth-grade discussion workshop: consider whose needs are missing from a proposed solution.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Options → outcomes → reflect", "Pip thinks through two safe choices, asks for help when needed, and reflects on the result." ], "type": "work", "variantKey": "g5:feelings:decisions-6", "completionId": "66-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.decisions-7.v1", "prompt": "Fifth-grade discussion workshop: decide how to leave an activity that feels unsafe.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Options → outcomes → reflect", "Pip thinks through two safe choices, asks for help when needed, and reflects on the result." ], "type": "work", "variantKey": "g5:feelings:decisions-7", "completionId": "76-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.decisions-8.v1", "prompt": "Fifth-grade discussion workshop: compare immediate benefits with later consequences in a fictional choice.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Options → outcomes → reflect", "Pip thinks through two safe choices, asks for help when needed, and reflects on the result." ], "type": "work", "variantKey": "g5:feelings:decisions-8", "completionId": "86-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.decisions-9.v1", "prompt": "Fifth-grade discussion workshop: reflect on a decision after new information appears.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Options → outcomes → reflect", "Pip thinks through two safe choices, asks for help when needed, and reflects on the result." ], "type": "work", "variantKey": "g5:feelings:decisions-9", "completionId": "96-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Set a supported goal and reflect on progress", "standard": "3-5.H.6.1.1–2", "demo": [ "Small step → resource → check", "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it." ], "prerequisites": [], "id": "g5.feelings.goals", "grade": 5, "subject": "g5-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 3–5 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.feelings.goals-0.v1", "prompt": "Fifth-grade discussion workshop: plan a week of asking clarifying questions during group work.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Small step → resource → check", "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it." ], "type": "work", "variantKey": "g5:feelings:goals-0", "completionId": "7-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.goals-1.v1", "prompt": "Fifth-grade discussion workshop: practice setting a realistic boundary before accepting extra work.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Small step → resource → check", "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it." ], "type": "work", "variantKey": "g5:feelings:goals-1", "completionId": "17-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.goals-2.v1", "prompt": "Fifth-grade discussion workshop: choose a way to check sources before sharing a claim.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Small step → resource → check", "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it." ], "type": "work", "variantKey": "g5:feelings:goals-2", "completionId": "27-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.goals-3.v1", "prompt": "Fifth-grade discussion workshop: plan comfortable breaks during a long creative project.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Small step → resource → check", "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it." ], "type": "work", "variantKey": "g5:feelings:goals-3", "completionId": "37-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.goals-4.v1", "prompt": "Fifth-grade discussion workshop: practice inviting a quieter partner’s idea without pressuring them.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Small step → resource → check", "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it." ], "type": "work", "variantKey": "g5:feelings:goals-4", "completionId": "47-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.goals-5.v1", "prompt": "Fifth-grade discussion workshop: prepare a strategy for asking for adult help early.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Small step → resource → check", "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it." ], "type": "work", "variantKey": "g5:feelings:goals-5", "completionId": "57-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.goals-6.v1", "prompt": "Fifth-grade discussion workshop: choose a flexible routine that supports rest and school responsibilities.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Small step → resource → check", "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it." ], "type": "work", "variantKey": "g5:feelings:goals-6", "completionId": "67-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.goals-7.v1", "prompt": "Fifth-grade discussion workshop: practice explaining a disagreement with reasons.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Small step → resource → check", "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it." ], "type": "work", "variantKey": "g5:feelings:goals-7", "completionId": "77-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.goals-8.v1", "prompt": "Fifth-grade discussion workshop: plan a way to notice progress without comparing with peers.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Small step → resource → check", "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it." ], "type": "work", "variantKey": "g5:feelings:goals-8", "completionId": "87-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.goals-9.v1", "prompt": "Fifth-grade discussion workshop: revise a goal that proved too large or too dependent on others.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Small step → resource → check", "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it." ], "type": "work", "variantKey": "g5:feelings:goals-9", "completionId": "97-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Discuss everyday practices that support well-being", "standard": "3-5.H.1.1.1–3; 3-5.H.7.1.1–3", "demo": [ "Practice → notice → adjust", "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps." ], "prerequisites": [], "id": "g5.feelings.habits", "grade": 5, "subject": "g5-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 3–5 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.feelings.habits-0.v1", "prompt": "Fifth-grade discussion workshop: a fictional schedule leaves no time for rest.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Practice → notice → adjust", "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps." ], "type": "work", "variantKey": "g5:feelings:habits-0", "completionId": "8-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.habits-1.v1", "prompt": "Fifth-grade discussion workshop: a character notices that interruptions make a task harder.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Practice → notice → adjust", "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps." ], "type": "work", "variantKey": "g5:feelings:habits-1", "completionId": "18-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.habits-2.v1", "prompt": "Fifth-grade discussion workshop: a group wants an inclusive movement break.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Practice → notice → adjust", "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps." ], "type": "work", "variantKey": "g5:feelings:habits-2", "completionId": "28-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.habits-3.v1", "prompt": "Fifth-grade discussion workshop: a team shares materials and considers hygiene.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Practice → notice → adjust", "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps." ], "type": "work", "variantKey": "g5:feelings:habits-3", "completionId": "38-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.habits-4.v1", "prompt": "Fifth-grade discussion workshop: a character needs a plan for comfortable hydration during activity.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Practice → notice → adjust", "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps." ], "type": "work", "variantKey": "g5:feelings:habits-4", "completionId": "48-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.habits-5.v1", "prompt": "Fifth-grade discussion workshop: a student explores several calming options without a required technique.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Practice → notice → adjust", "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps." ], "type": "work", "variantKey": "g5:feelings:habits-5", "completionId": "58-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.habits-6.v1", "prompt": "Fifth-grade discussion workshop: a group balances online activity and face-to-face connection.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Practice → notice → adjust", "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps." ], "type": "work", "variantKey": "g5:feelings:habits-6", "completionId": "68-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.habits-7.v1", "prompt": "Fifth-grade discussion workshop: a character wants to make a shared workspace easier to use.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Practice → notice → adjust", "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps." ], "type": "work", "variantKey": "g5:feelings:habits-7", "completionId": "78-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.habits-8.v1", "prompt": "Fifth-grade discussion workshop: a fictional routine changes after a new responsibility.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Practice → notice → adjust", "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps." ], "type": "work", "variantKey": "g5:feelings:habits-8", "completionId": "88-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.habits-9.v1", "prompt": "Fifth-grade discussion workshop: a student reflects on which habits support attention without judging others.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Practice → notice → adjust", "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps." ], "type": "work", "variantKey": "g5:feelings:habits-9", "completionId": "98-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Evaluate helpful information and encouragement", "standard": "3-5.H.3.1.1–2; 3-5.H.8.1.1–2", "demo": [ "Evidence and kindness", "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone." ], "prerequisites": [], "id": "g5.feelings.support", "grade": 5, "subject": "g5-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 3–5 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.feelings.support-0.v1", "prompt": "Fifth-grade discussion workshop: compare two sources behind a well-being claim.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Evidence and kindness", "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone." ], "type": "work", "variantKey": "g5:feelings:support-0", "completionId": "9-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.support-1.v1", "prompt": "Fifth-grade discussion workshop: identify when a health question needs a qualified adult.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Evidence and kindness", "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone." ], "type": "work", "variantKey": "g5:feelings:support-1", "completionId": "19-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.support-2.v1", "prompt": "Fifth-grade discussion workshop: encourage a peer without promising a guaranteed result.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Evidence and kindness", "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone." ], "type": "work", "variantKey": "g5:feelings:support-2", "completionId": "29-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.support-3.v1", "prompt": "Fifth-grade discussion workshop: offer help while respecting a person’s right to decline.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Evidence and kindness", "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone." ], "type": "work", "variantKey": "g5:feelings:support-3", "completionId": "39-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.support-4.v1", "prompt": "Fifth-grade discussion workshop: respond kindly to someone choosing a different strategy.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Evidence and kindness", "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone." ], "type": "work", "variantKey": "g5:feelings:support-4", "completionId": "49-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.support-5.v1", "prompt": "Fifth-grade discussion workshop: explain why a personal story is not proof for everyone.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Evidence and kindness", "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone." ], "type": "work", "variantKey": "g5:feelings:support-5", "completionId": "59-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.support-6.v1", "prompt": "Fifth-grade discussion workshop: check the date and purpose of a media message.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Evidence and kindness", "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone." ], "type": "work", "variantKey": "g5:feelings:support-6", "completionId": "69-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.support-7.v1", "prompt": "Fifth-grade discussion workshop: prepare a clear question for a school or community helper.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Evidence and kindness", "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone." ], "type": "work", "variantKey": "g5:feelings:support-7", "completionId": "79-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.support-8.v1", "prompt": "Fifth-grade discussion workshop: make an accessible reminder without shaming anyone.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Evidence and kindness", "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone." ], "type": "work", "variantKey": "g5:feelings:support-8", "completionId": "89-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.feelings.support-9.v1", "prompt": "Fifth-grade discussion workshop: reflect on whether support met the other person’s stated need.", "discussionTurns": [ "Separate observations from assumptions. Consider two perspectives and identify missing information.", "Compare immediate and later effects of two responses. Role-play one; distinguish ordinary disagreement from situations needing adult help.", "Explain what feedback would help you revise the response. Respect privacy and the right to pass; real-life behavior is never graded here." ], "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.", "demonstration": [ "Evidence and kindness", "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone." ], "type": "work", "variantKey": "g5:feelings:support-9", "completionId": "99-95", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Read and perform rhythmic patterns", "standard": "4-5.MU:GM.2.3", "demo": [ "Sound and silence", "Pip follows a pattern of sound beats and quiet beats at a comfortable pace." ], "prerequisites": [], "id": "g5.music.rhythm", "grade": 5, "subject": "g5-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 4–5 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.music.rhythm-0.v1", "prompt": "Perform this eight-beat pattern: sound sound rest sound sound rest sound sound.", "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.", "demonstration": [ "Sound and silence", "Pip follows a pattern of sound beats and quiet beats at a comfortable pace." ], "workspace": "compose", "notes": [ 0, 0, -1, 0, 0, -1, 0, 0 ], "type": "work", "variantKey": "g5:music:rhythm-0", "completionId": "0-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.rhythm-1.v1", "prompt": "Perform this eight-beat pattern: sound rest sound sound rest sound sound rest.", "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.", "demonstration": [ "Sound and silence", "Pip follows a pattern of sound beats and quiet beats at a comfortable pace." ], "workspace": "compose", "notes": [ 0, -1, 0, 0, -1, 0, 0, -1 ], "type": "work", "variantKey": "g5:music:rhythm-1", "completionId": "9-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.rhythm-2.v1", "prompt": "Perform this eight-beat pattern: rest sound sound rest sound sound sound rest.", "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.", "demonstration": [ "Sound and silence", "Pip follows a pattern of sound beats and quiet beats at a comfortable pace." ], "workspace": "compose", "notes": [ -1, 0, 0, -1, 0, 0, 0, -1 ], "type": "work", "variantKey": "g5:music:rhythm-2", "completionId": "18-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.rhythm-3.v1", "prompt": "Perform this eight-beat pattern: sound sound sound rest rest sound rest sound.", "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.", "demonstration": [ "Sound and silence", "Pip follows a pattern of sound beats and quiet beats at a comfortable pace." ], "workspace": "compose", "notes": [ 0, 0, 0, -1, -1, 0, -1, 0 ], "type": "work", "variantKey": "g5:music:rhythm-3", "completionId": "27-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.rhythm-4.v1", "prompt": "Perform this eight-beat pattern: sound rest rest sound sound sound rest sound.", "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.", "demonstration": [ "Sound and silence", "Pip follows a pattern of sound beats and quiet beats at a comfortable pace." ], "workspace": "compose", "notes": [ 0, -1, -1, 0, 0, 0, -1, 0 ], "type": "work", "variantKey": "g5:music:rhythm-4", "completionId": "36-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.rhythm-5.v1", "prompt": "Perform this eight-beat pattern: rest sound rest sound sound rest sound sound.", "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.", "demonstration": [ "Sound and silence", "Pip follows a pattern of sound beats and quiet beats at a comfortable pace." ], "workspace": "compose", "notes": [ -1, 0, -1, 0, 0, -1, 0, 0 ], "type": "work", "variantKey": "g5:music:rhythm-5", "completionId": "45-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.rhythm-6.v1", "prompt": "Perform this eight-beat pattern: sound sound rest rest sound rest sound sound.", "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.", "demonstration": [ "Sound and silence", "Pip follows a pattern of sound beats and quiet beats at a comfortable pace." ], "workspace": "compose", "notes": [ 0, 0, -1, -1, 0, -1, 0, 0 ], "type": "work", "variantKey": "g5:music:rhythm-6", "completionId": "54-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.rhythm-7.v1", "prompt": "Perform this eight-beat pattern: rest rest sound sound rest sound sound sound.", "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.", "demonstration": [ "Sound and silence", "Pip follows a pattern of sound beats and quiet beats at a comfortable pace." ], "workspace": "compose", "notes": [ -1, -1, 0, 0, -1, 0, 0, 0 ], "type": "work", "variantKey": "g5:music:rhythm-7", "completionId": "63-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.rhythm-8.v1", "prompt": "Perform this eight-beat pattern: sound sound sound sound rest sound rest sound.", "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.", "demonstration": [ "Sound and silence", "Pip follows a pattern of sound beats and quiet beats at a comfortable pace." ], "workspace": "compose", "notes": [ 0, 0, 0, 0, -1, 0, -1, 0 ], "type": "work", "variantKey": "g5:music:rhythm-8", "completionId": "72-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.rhythm-9.v1", "prompt": "Perform this eight-beat pattern: rest sound sound rest sound rest sound sound.", "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Group the beats into two equal phrases. Choose a comfortable tempo and explain how the rests affect the phrase.", "demonstration": [ "Sound and silence", "Pip follows a pattern of sound beats and quiet beats at a comfortable pace." ], "workspace": "compose", "notes": [ -1, 0, 0, -1, 0, -1, 0, 0 ], "type": "work", "variantKey": "g5:music:rhythm-9", "completionId": "81-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Read and perform a simple melodic pattern", "standard": "4-5.MU:GM.2.2–3", "demo": [ "Read → sing or play", "Pip follows note names on a treble staff, notices the direction, and tries the phrase." ], "prerequisites": [], "id": "g5.music.melody", "grade": 5, "subject": "g5-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 4–5 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.music.melody-0.v1", "prompt": "Read the staff pattern, then perform two contrasting interpretations.", "hint": "Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.", "demonstration": [ "Read → sing or play", "Pip follows note names on a treble staff, notices the direction, and tries the phrase." ], "workspace": "compose", "notes": [ 0, 1, 2, 0 ], "type": "work", "variantKey": "g5:music:melody-0", "completionId": "1-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.melody-1.v1", "prompt": "Read the staff pattern, then perform two contrasting interpretations.", "hint": "Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.", "demonstration": [ "Read → sing or play", "Pip follows note names on a treble staff, notices the direction, and tries the phrase." ], "workspace": "compose", "notes": [ 2, 3, 4, 2 ], "type": "work", "variantKey": "g5:music:melody-1", "completionId": "10-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.melody-2.v1", "prompt": "Read the staff pattern, then perform two contrasting interpretations.", "hint": "Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.", "demonstration": [ "Read → sing or play", "Pip follows note names on a treble staff, notices the direction, and tries the phrase." ], "workspace": "compose", "notes": [ 4, 3, 2, 1 ], "type": "work", "variantKey": "g5:music:melody-2", "completionId": "19-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.melody-3.v1", "prompt": "Read the staff pattern, then perform two contrasting interpretations.", "hint": "Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.", "demonstration": [ "Read → sing or play", "Pip follows note names on a treble staff, notices the direction, and tries the phrase." ], "workspace": "compose", "notes": [ 0, 2, 4, 0 ], "type": "work", "variantKey": "g5:music:melody-3", "completionId": "28-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.melody-4.v1", "prompt": "Read the staff pattern, then perform two contrasting interpretations.", "hint": "Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.", "demonstration": [ "Read → sing or play", "Pip follows note names on a treble staff, notices the direction, and tries the phrase." ], "workspace": "compose", "notes": [ 6, 5, 4, 3 ], "type": "work", "variantKey": "g5:music:melody-4", "completionId": "37-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.melody-5.v1", "prompt": "Read the staff pattern, then perform two contrasting interpretations.", "hint": "Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.", "demonstration": [ "Read → sing or play", "Pip follows note names on a treble staff, notices the direction, and tries the phrase." ], "workspace": "compose", "notes": [ 1, 3, 2, 0 ], "type": "work", "variantKey": "g5:music:melody-5", "completionId": "46-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.melody-6.v1", "prompt": "Read the staff pattern, then perform two contrasting interpretations.", "hint": "Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.", "demonstration": [ "Read → sing or play", "Pip follows note names on a treble staff, notices the direction, and tries the phrase." ], "workspace": "compose", "notes": [ 3, 4, 5, 3 ], "type": "work", "variantKey": "g5:music:melody-6", "completionId": "55-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.melody-7.v1", "prompt": "Read the staff pattern, then perform two contrasting interpretations.", "hint": "Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.", "demonstration": [ "Read → sing or play", "Pip follows note names on a treble staff, notices the direction, and tries the phrase." ], "workspace": "compose", "notes": [ 2, 1, 0, 2 ], "type": "work", "variantKey": "g5:music:melody-7", "completionId": "64-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.melody-8.v1", "prompt": "Read the staff pattern, then perform two contrasting interpretations.", "hint": "Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.", "demonstration": [ "Read → sing or play", "Pip follows note names on a treble staff, notices the direction, and tries the phrase." ], "workspace": "compose", "notes": [ 4, 6, 5, 4 ], "type": "work", "variantKey": "g5:music:melody-8", "completionId": "73-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.melody-9.v1", "prompt": "Read the staff pattern, then perform two contrasting interpretations.", "hint": "Use note names as support. Explain steps, skips, and repeated notes; choose phrasing or dynamics for an intention. A grown-up observes notation reading and performance; tapping notes is participation.", "demonstration": [ "Read → sing or play", "Pip follows note names on a treble staff, notices the direction, and tries the phrase." ], "workspace": "compose", "notes": [ 0, 4, 2, 0 ], "type": "work", "variantKey": "g5:music:melody-9", "completionId": "82-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Create and represent rhythmic, melodic and harmonic ideas", "standard": "4-5.MU:GM.1.1–2", "demo": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "prerequisites": [], "id": "g5.music.compose", "grade": 5, "subject": "g5-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 4–5 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.music.compose-0.v1", "prompt": "Create a question, answer, and changed return.", "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:compose-0", "completionId": "2-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.compose-1.v1", "prompt": "Create a phrase with a clear high point and a planned resolution.", "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:compose-1", "completionId": "11-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.compose-2.v1", "prompt": "Create an ABA form with an intentionally varied return.", "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:compose-2", "completionId": "20-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.compose-3.v1", "prompt": "Create two variations on a short repeated idea.", "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:compose-3", "completionId": "29-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.compose-4.v1", "prompt": "Create a theme that changes as an imagined scene develops.", "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:compose-4", "completionId": "38-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.compose-5.v1", "prompt": "Create a theme contrasting steady movement and uncertainty.", "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:compose-5", "completionId": "47-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.compose-6.v1", "prompt": "Create a phrase whose rests make a deliberate contrast.", "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:compose-6", "completionId": "56-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.compose-7.v1", "prompt": "Create two contrasting phrases using the same three notes.", "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:compose-7", "completionId": "65-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.compose-8.v1", "prompt": "Create a pattern that uses an opening silence to create expectation.", "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:compose-8", "completionId": "74-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.compose-9.v1", "prompt": "Create a phrase balancing stepwise movement and one leap.", "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:compose-9", "completionId": "83-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.harmony-0.v1", "prompt": "Explore harmony: a held note beneath two contrasting melodies.", "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "type": "work", "variantKey": "g5:music:harmony-0", "completionId": "90-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.harmony-1.v1", "prompt": "Explore harmony: two different pairs of simultaneous notes and their expressive effects.", "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "type": "work", "variantKey": "g5:music:harmony-1", "completionId": "91-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.harmony-2.v1", "prompt": "Explore harmony: a repeating accompaniment beneath a short tune.", "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "type": "work", "variantKey": "g5:music:harmony-2", "completionId": "92-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.harmony-3.v1", "prompt": "Explore harmony: two possible accompaniments for the same melody.", "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "type": "work", "variantKey": "g5:music:harmony-3", "completionId": "93-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.harmony-4.v1", "prompt": "Explore harmony: a chord heard before and after a melody.", "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "type": "work", "variantKey": "g5:music:harmony-4", "completionId": "94-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.harmony-5.v1", "prompt": "Explore harmony: a quiet accompaniment that leaves room for the main tune.", "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "type": "work", "variantKey": "g5:music:harmony-5", "completionId": "95-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.harmony-6.v1", "prompt": "Explore harmony: two harmonic endings that suggest different degrees of rest.", "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "type": "work", "variantKey": "g5:music:harmony-6", "completionId": "96-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.harmony-7.v1", "prompt": "Explore harmony: a change of harmony under a repeated melody.", "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "type": "work", "variantKey": "g5:music:harmony-7", "completionId": "97-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.harmony-8.v1", "prompt": "Explore harmony: a partner singing a held note while another sings a phrase.", "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "type": "work", "variantKey": "g5:music:harmony-8", "completionId": "98-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.harmony-9.v1", "prompt": "Explore harmony: a simple harmonic pattern represented with symbols.", "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.", "demonstration": [ "Idea → pattern → record", "Pip creates a short phrase and records its notes or symbols so it can be tried again." ], "type": "work", "variantKey": "g5:music:harmony-9", "completionId": "99-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Improvise a musical response", "standard": "4-5.MU:GM.1.3", "demo": [ "Listen → respond", "Pip answers a short phrase with a new idea, keeping a comfortable beat." ], "prerequisites": [], "id": "g5.music.improvise", "grade": 5, "subject": "g5-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 4–5 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.music.improvise-0.v1", "prompt": "Hear Pip’s phrase and invent a different musical answer.", "hint": "Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.", "demonstration": [ "Listen → respond", "Pip answers a short phrase with a new idea, keeping a comfortable beat." ], "workspace": "compose", "notes": [ 0, 1, 2, 0 ], "type": "work", "variantKey": "g5:music:improvise-0", "completionId": "3-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.improvise-1.v1", "prompt": "Hear Pip’s phrase and invent a different musical answer.", "hint": "Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.", "demonstration": [ "Listen → respond", "Pip answers a short phrase with a new idea, keeping a comfortable beat." ], "workspace": "compose", "notes": [ 2, 3, 4, 2 ], "type": "work", "variantKey": "g5:music:improvise-1", "completionId": "12-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.improvise-2.v1", "prompt": "Hear Pip’s phrase and invent a different musical answer.", "hint": "Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.", "demonstration": [ "Listen → respond", "Pip answers a short phrase with a new idea, keeping a comfortable beat." ], "workspace": "compose", "notes": [ 4, 3, 2, 1 ], "type": "work", "variantKey": "g5:music:improvise-2", "completionId": "21-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.improvise-3.v1", "prompt": "Hear Pip’s phrase and invent a different musical answer.", "hint": "Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.", "demonstration": [ "Listen → respond", "Pip answers a short phrase with a new idea, keeping a comfortable beat." ], "workspace": "compose", "notes": [ 0, 2, 4, 0 ], "type": "work", "variantKey": "g5:music:improvise-3", "completionId": "30-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.improvise-4.v1", "prompt": "Hear Pip’s phrase and invent a different musical answer.", "hint": "Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.", "demonstration": [ "Listen → respond", "Pip answers a short phrase with a new idea, keeping a comfortable beat." ], "workspace": "compose", "notes": [ 6, 5, 4, 3 ], "type": "work", "variantKey": "g5:music:improvise-4", "completionId": "39-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.improvise-5.v1", "prompt": "Hear Pip’s phrase and invent a different musical answer.", "hint": "Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.", "demonstration": [ "Listen → respond", "Pip answers a short phrase with a new idea, keeping a comfortable beat." ], "workspace": "compose", "notes": [ 1, 3, 2, 0 ], "type": "work", "variantKey": "g5:music:improvise-5", "completionId": "48-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.improvise-6.v1", "prompt": "Hear Pip’s phrase and invent a different musical answer.", "hint": "Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.", "demonstration": [ "Listen → respond", "Pip answers a short phrase with a new idea, keeping a comfortable beat." ], "workspace": "compose", "notes": [ 3, 4, 5, 3 ], "type": "work", "variantKey": "g5:music:improvise-6", "completionId": "57-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.improvise-7.v1", "prompt": "Hear Pip’s phrase and invent a different musical answer.", "hint": "Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.", "demonstration": [ "Listen → respond", "Pip answers a short phrase with a new idea, keeping a comfortable beat." ], "workspace": "compose", "notes": [ 2, 1, 0, 2 ], "type": "work", "variantKey": "g5:music:improvise-7", "completionId": "66-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.improvise-8.v1", "prompt": "Hear Pip’s phrase and invent a different musical answer.", "hint": "Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.", "demonstration": [ "Listen → respond", "Pip answers a short phrase with a new idea, keeping a comfortable beat." ], "workspace": "compose", "notes": [ 4, 6, 5, 4 ], "type": "work", "variantKey": "g5:music:improvise-8", "completionId": "75-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.improvise-9.v1", "prompt": "Hear Pip’s phrase and invent a different musical answer.", "hint": "Keep one feature and vary two others in a spontaneous response. Compare attempts using a chosen criterion and explain how your choices fit the original phrase.", "demonstration": [ "Listen → respond", "Pip answers a short phrase with a new idea, keeping a comfortable beat." ], "workspace": "compose", "notes": [ 0, 4, 2, 0 ], "type": "work", "variantKey": "g5:music:improvise-9", "completionId": "84-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use feedback to refine music", "standard": "4-5.MU:GM.2.1", "demo": [ "Play → ask → change", "Pip asks what a listener noticed, changes one musical idea, and compares the versions." ], "prerequisites": [ "g5.music.compose" ], "id": "g5.music.revise", "grade": 5, "subject": "g5-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 4–5 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.music.revise-0.v1", "prompt": "Refine and justify a musical revision: change the ending.", "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.", "demonstration": [ "Play → ask → change", "Pip asks what a listener noticed, changes one musical idea, and compares the versions." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:revise-0", "completionId": "4-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.revise-1.v1", "prompt": "Refine and justify a musical revision: add a quiet beat.", "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.", "demonstration": [ "Play → ask → change", "Pip asks what a listener noticed, changes one musical idea, and compares the versions." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:revise-1", "completionId": "13-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.revise-2.v1", "prompt": "Refine and justify a musical revision: simplify a crowded phrase.", "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.", "demonstration": [ "Play → ask → change", "Pip asks what a listener noticed, changes one musical idea, and compares the versions." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:revise-2", "completionId": "22-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.revise-3.v1", "prompt": "Refine and justify a musical revision: make two sections contrast.", "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.", "demonstration": [ "Play → ask → change", "Pip asks what a listener noticed, changes one musical idea, and compares the versions." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:revise-3", "completionId": "31-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.revise-4.v1", "prompt": "Refine and justify a musical revision: repeat a memorable idea.", "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.", "demonstration": [ "Play → ask → change", "Pip asks what a listener noticed, changes one musical idea, and compares the versions." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:revise-4", "completionId": "40-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.revise-5.v1", "prompt": "Refine and justify a musical revision: change one leap to steps.", "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.", "demonstration": [ "Play → ask → change", "Pip asks what a listener noticed, changes one musical idea, and compares the versions." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:revise-5", "completionId": "49-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.revise-6.v1", "prompt": "Refine and justify a musical revision: make a clearer beginning.", "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.", "demonstration": [ "Play → ask → change", "Pip asks what a listener noticed, changes one musical idea, and compares the versions." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:revise-6", "completionId": "58-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.revise-7.v1", "prompt": "Refine and justify a musical revision: change the phrase length.", "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.", "demonstration": [ "Play → ask → change", "Pip asks what a listener noticed, changes one musical idea, and compares the versions." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:revise-7", "completionId": "67-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.revise-8.v1", "prompt": "Refine and justify a musical revision: use a listener’s question.", "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.", "demonstration": [ "Play → ask → change", "Pip asks what a listener noticed, changes one musical idea, and compares the versions." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:revise-8", "completionId": "76-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.revise-9.v1", "prompt": "Refine and justify a musical revision: compare two versions.", "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.", "demonstration": [ "Play → ask → change", "Pip asks what a listener noticed, changes one musical idea, and compares the versions." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:revise-9", "completionId": "85-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Perform with an expressive intention", "standard": "4-5.MU:GM.3.1–2", "demo": [ "Choose a mood → perform", "Pip chooses a musical mood and explains how pace, silence, or loudness supports it." ], "prerequisites": [], "id": "g5.music.perform", "grade": 5, "subject": "g5-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 4–5 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.music.perform-0.v1", "prompt": "Prepare and perform a short piece suggesting calm, with an intentional contrast.", "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.", "demonstration": [ "Choose a mood → perform", "Pip chooses a musical mood and explains how pace, silence, or loudness supports it." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:perform-0", "completionId": "5-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.perform-1.v1", "prompt": "Prepare and perform a short piece suggesting curious, with an intentional contrast.", "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.", "demonstration": [ "Choose a mood → perform", "Pip chooses a musical mood and explains how pace, silence, or loudness supports it." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:perform-1", "completionId": "14-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.perform-2.v1", "prompt": "Prepare and perform a short piece suggesting playful, with an intentional contrast.", "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.", "demonstration": [ "Choose a mood → perform", "Pip chooses a musical mood and explains how pace, silence, or loudness supports it." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:perform-2", "completionId": "23-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.perform-3.v1", "prompt": "Prepare and perform a short piece suggesting determined, with an intentional contrast.", "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.", "demonstration": [ "Choose a mood → perform", "Pip chooses a musical mood and explains how pace, silence, or loudness supports it." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:perform-3", "completionId": "32-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.perform-4.v1", "prompt": "Prepare and perform a short piece suggesting sleepy, with an intentional contrast.", "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.", "demonstration": [ "Choose a mood → perform", "Pip chooses a musical mood and explains how pace, silence, or loudness supports it." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:perform-4", "completionId": "41-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.perform-5.v1", "prompt": "Prepare and perform a short piece suggesting surprised, with an intentional contrast.", "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.", "demonstration": [ "Choose a mood → perform", "Pip chooses a musical mood and explains how pace, silence, or loudness supports it." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:perform-5", "completionId": "50-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.perform-6.v1", "prompt": "Prepare and perform a short piece suggesting hopeful, with an intentional contrast.", "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.", "demonstration": [ "Choose a mood → perform", "Pip chooses a musical mood and explains how pace, silence, or loudness supports it." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:perform-6", "completionId": "59-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.perform-7.v1", "prompt": "Prepare and perform a short piece suggesting mysterious, with an intentional contrast.", "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.", "demonstration": [ "Choose a mood → perform", "Pip chooses a musical mood and explains how pace, silence, or loudness supports it." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:perform-7", "completionId": "68-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.perform-8.v1", "prompt": "Prepare and perform a short piece suggesting welcoming, with an intentional contrast.", "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.", "demonstration": [ "Choose a mood → perform", "Pip chooses a musical mood and explains how pace, silence, or loudness supports it." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:perform-8", "completionId": "77-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.perform-9.v1", "prompt": "Prepare and perform a short piece suggesting celebratory, with an intentional contrast.", "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.", "demonstration": [ "Choose a mood → perform", "Pip chooses a musical mood and explains how pace, silence, or loudness supports it." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:perform-9", "completionId": "86-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Describe musical preferences and audience choices", "standard": "4-5.MU:GM.4.1–2", "demo": [ "Notice → describe → respect", "Pip names a musical detail behind a preference and asks how to be a considerate audience." ], "prerequisites": [], "id": "g5.music.respond", "grade": 5, "subject": "g5-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 4–5 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.music.listen-0.v1", "prompt": "Evaluate two performances with a grown-up, focusing on a repeated phrase.", "hint": "Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.", "demonstration": [ "Notice → describe → respect", "Pip names a musical detail behind a preference and asks how to be a considerate audience." ], "type": "work", "variantKey": "g5:music:listen-0", "completionId": "6-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.listen-1.v1", "prompt": "Evaluate two performances with a grown-up, focusing on a change in tempo.", "hint": "Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.", "demonstration": [ "Notice → describe → respect", "Pip names a musical detail behind a preference and asks how to be a considerate audience." ], "type": "work", "variantKey": "g5:music:listen-1", "completionId": "15-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.listen-2.v1", "prompt": "Evaluate two performances with a grown-up, focusing on a quiet section.", "hint": "Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.", "demonstration": [ "Notice → describe → respect", "Pip names a musical detail behind a preference and asks how to be a considerate audience." ], "type": "work", "variantKey": "g5:music:listen-2", "completionId": "24-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.listen-3.v1", "prompt": "Evaluate two performances with a grown-up, focusing on a contrast between instruments.", "hint": "Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.", "demonstration": [ "Notice → describe → respect", "Pip names a musical detail behind a preference and asks how to be a considerate audience." ], "type": "work", "variantKey": "g5:music:listen-3", "completionId": "33-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.listen-4.v1", "prompt": "Evaluate two performances with a grown-up, focusing on a steady beat.", "hint": "Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.", "demonstration": [ "Notice → describe → respect", "Pip names a musical detail behind a preference and asks how to be a considerate audience." ], "type": "work", "variantKey": "g5:music:listen-4", "completionId": "42-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.listen-5.v1", "prompt": "Evaluate two performances with a grown-up, focusing on a pause before an ending.", "hint": "Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.", "demonstration": [ "Notice → describe → respect", "Pip names a musical detail behind a preference and asks how to be a considerate audience." ], "type": "work", "variantKey": "g5:music:listen-5", "completionId": "51-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.listen-6.v1", "prompt": "Evaluate two performances with a grown-up, focusing on a rising melody.", "hint": "Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.", "demonstration": [ "Notice → describe → respect", "Pip names a musical detail behind a preference and asks how to be a considerate audience." ], "type": "work", "variantKey": "g5:music:listen-6", "completionId": "60-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.listen-7.v1", "prompt": "Evaluate two performances with a grown-up, focusing on a change in loudness.", "hint": "Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.", "demonstration": [ "Notice → describe → respect", "Pip names a musical detail behind a preference and asks how to be a considerate audience." ], "type": "work", "variantKey": "g5:music:listen-7", "completionId": "69-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.listen-8.v1", "prompt": "Evaluate two performances with a grown-up, focusing on a call and response.", "hint": "Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.", "demonstration": [ "Notice → describe → respect", "Pip names a musical detail behind a preference and asks how to be a considerate audience." ], "type": "work", "variantKey": "g5:music:listen-8", "completionId": "78-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.listen-9.v1", "prompt": "Evaluate two performances with a grown-up, focusing on an audience’s respectful behavior.", "hint": "Choose music together. Agree on two criteria before listening. Cite moments from both performances, compare interpretations, and explain whether your criteria suit each purpose. Different preferences are welcome, and audience customs depend on the setting.", "demonstration": [ "Notice → describe → respect", "Pip names a musical detail behind a preference and asks how to be a considerate audience." ], "type": "work", "variantKey": "g5:music:listen-9", "completionId": "87-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Discuss music in historical or cultural context", "standard": "4-5.MU:GM.5.1", "demo": [ "Who, where, why", "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose." ], "prerequisites": [], "id": "g5.music.context", "grade": 5, "subject": "g5-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 4–5 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.music.context-0.v1", "prompt": "Compare how two periods or communities use music connected with a community celebration.", "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.", "demonstration": [ "Who, where, why", "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose." ], "type": "work", "variantKey": "g5:music:context-0", "completionId": "7-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.context-1.v1", "prompt": "Compare how two periods or communities use music connected with a lullaby.", "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.", "demonstration": [ "Who, where, why", "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose." ], "type": "work", "variantKey": "g5:music:context-1", "completionId": "16-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.context-2.v1", "prompt": "Compare how two periods or communities use music connected with a marching event.", "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.", "demonstration": [ "Who, where, why", "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose." ], "type": "work", "variantKey": "g5:music:context-2", "completionId": "25-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.context-3.v1", "prompt": "Compare how two periods or communities use music connected with a stage production.", "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.", "demonstration": [ "Who, where, why", "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose." ], "type": "work", "variantKey": "g5:music:context-3", "completionId": "34-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.context-4.v1", "prompt": "Compare how two periods or communities use music connected with a film scene.", "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.", "demonstration": [ "Who, where, why", "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose." ], "type": "work", "variantKey": "g5:music:context-4", "completionId": "43-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.context-5.v1", "prompt": "Compare how two periods or communities use music connected with a dance.", "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.", "demonstration": [ "Who, where, why", "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose." ], "type": "work", "variantKey": "g5:music:context-5", "completionId": "52-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.context-6.v1", "prompt": "Compare how two periods or communities use music connected with a work-song tradition.", "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.", "demonstration": [ "Who, where, why", "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose." ], "type": "work", "variantKey": "g5:music:context-6", "completionId": "61-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.context-7.v1", "prompt": "Compare how two periods or communities use music connected with a historical recording.", "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.", "demonstration": [ "Who, where, why", "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose." ], "type": "work", "variantKey": "g5:music:context-7", "completionId": "70-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.context-8.v1", "prompt": "Compare how two periods or communities use music connected with a contemporary local musician.", "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.", "demonstration": [ "Who, where, why", "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose." ], "type": "work", "variantKey": "g5:music:context-8", "completionId": "79-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.context-9.v1", "prompt": "Compare how two periods or communities use music connected with a musical tradition unfamiliar to you.", "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.", "demonstration": [ "Who, where, why", "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose." ], "type": "work", "variantKey": "g5:music:context-9", "completionId": "88-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Connect music with other arts and ideas", "standard": "4-5.MU:GM.5.2", "demo": [ "Sound + another idea", "Pip connects a musical pattern to a story or image and explains the link." ], "prerequisites": [], "id": "g5.music.connect", "grade": 5, "subject": "g5-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 4–5 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.music.connect-0.v1", "prompt": "Create and explain two different musical connections with a poem’s line breaks.", "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.", "demonstration": [ "Sound + another idea", "Pip connects a musical pattern to a story or image and explains the link." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:connect-0", "completionId": "8-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.connect-1.v1", "prompt": "Create and explain two different musical connections with a painting’s repeated shapes.", "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.", "demonstration": [ "Sound + another idea", "Pip connects a musical pattern to a story or image and explains the link." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:connect-1", "completionId": "17-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.connect-2.v1", "prompt": "Create and explain two different musical connections with a story character’s changing mood.", "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.", "demonstration": [ "Sound + another idea", "Pip connects a musical pattern to a story or image and explains the link." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:connect-2", "completionId": "26-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.connect-3.v1", "prompt": "Create and explain two different musical connections with a pattern of fractions.", "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.", "demonstration": [ "Sound + another idea", "Pip connects a musical pattern to a story or image and explains the link." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:connect-3", "completionId": "35-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.connect-4.v1", "prompt": "Create and explain two different musical connections with a scene in a play.", "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.", "demonstration": [ "Sound + another idea", "Pip connects a musical pattern to a story or image and explains the link." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:connect-4", "completionId": "44-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.connect-5.v1", "prompt": "Create and explain two different musical connections with a sequence of weather observations.", "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.", "demonstration": [ "Sound + another idea", "Pip connects a musical pattern to a story or image and explains the link." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:connect-5", "completionId": "53-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.connect-6.v1", "prompt": "Create and explain two different musical connections with a movement pattern.", "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.", "demonstration": [ "Sound + another idea", "Pip connects a musical pattern to a story or image and explains the link." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:connect-6", "completionId": "62-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.connect-7.v1", "prompt": "Create and explain two different musical connections with a community event.", "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.", "demonstration": [ "Sound + another idea", "Pip connects a musical pattern to a story or image and explains the link." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:connect-7", "completionId": "71-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.connect-8.v1", "prompt": "Create and explain two different musical connections with a contrast between two colors.", "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.", "demonstration": [ "Sound + another idea", "Pip connects a musical pattern to a story or image and explains the link." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:connect-8", "completionId": "80-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.music.connect-9.v1", "prompt": "Create and explain two different musical connections with an imagined journey.", "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.", "demonstration": [ "Sound + another idea", "Pip connects a musical pattern to a story or image and explains the link." ], "workspace": "compose", "type": "work", "variantKey": "g5:music:connect-9", "completionId": "89-96", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Brainstorm multiple artistic approaches", "standard": "3-5.VA.1.1", "demo": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "prerequisites": [], "id": "g5.art.plan", "grade": 5, "subject": "g5-art", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf", "standardVersion": "Idaho Visual Arts 3–5 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.art.plan-0.v1", "prompt": "Plan an artwork communicating a place where viewpoints meet to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-0", "completionId": "0-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-1.v1", "prompt": "Plan an artwork communicating a journey seen from two perspectives to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-1", "completionId": "6-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-2.v1", "prompt": "Plan an artwork communicating a relationship between people and a river to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-2", "completionId": "12-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-3.v1", "prompt": "Plan an artwork communicating an invention with an unintended effect to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-3", "completionId": "18-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-4.v1", "prompt": "Plan an artwork communicating a moment of reconsidering an assumption to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-4", "completionId": "24-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-5.v1", "prompt": "Plan an artwork communicating a community balancing different needs to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-5", "completionId": "30-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-6.v1", "prompt": "Plan an artwork communicating a familiar object seen at two scales to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-6", "completionId": "36-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-7.v1", "prompt": "Plan an artwork communicating movement followed by stillness to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-7", "completionId": "42-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-8.v1", "prompt": "Plan an artwork communicating an animal adapted to its surroundings to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-8", "completionId": "48-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-9.v1", "prompt": "Plan an artwork communicating a repair that reveals its history to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-9", "completionId": "54-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-10.v1", "prompt": "Plan an artwork communicating light changing the meaning of a scene to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-10", "completionId": "60-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-11.v1", "prompt": "Plan an artwork communicating a place changing across time to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-11", "completionId": "65-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-12.v1", "prompt": "Plan an artwork communicating a space that welcomes different users to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-12", "completionId": "70-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-13.v1", "prompt": "Plan an artwork communicating a contrast between appearance and evidence to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-13", "completionId": "75-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-14.v1", "prompt": "Plan an artwork communicating a neighborhood viewed from above and below to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-14", "completionId": "80-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-15.v1", "prompt": "Plan an artwork communicating a visual invitation to ask questions to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-15", "completionId": "85-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-16.v1", "prompt": "Plan an artwork communicating a pattern with one purposeful interruption to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-16", "completionId": "88-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-17.v1", "prompt": "Plan an artwork communicating a fictional memory told by two characters to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-17", "completionId": "91-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-18.v1", "prompt": "Plan an artwork communicating connections across distant places to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-18", "completionId": "94-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.plan-19.v1", "prompt": "Plan an artwork communicating a reused object given a second purpose to a chosen audience.", "hint": "Make three thumbnail sketches with different composition or materials. Compare how each might affect a chosen audience, then justify one plan and anticipate a possible misinterpretation.", "demonstration": [ "Two ideas before choosing", "Pip sketches two different ways to communicate an idea, then chooses one and explains why." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:plan-19", "completionId": "97-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Explore artistic processes and materials", "standard": "3-5.VA.2.1", "demo": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "prerequisites": [], "id": "g5.art.make", "grade": 5, "subject": "g5-art", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf", "standardVersion": "Idaho Visual Arts 3–5 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.art.make-0.v1", "prompt": "Develop and document a visual idea using layered paper shapes.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-0", "completionId": "1-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-1.v1", "prompt": "Develop and document a visual idea using pencil shading.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-1", "completionId": "7-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-2.v1", "prompt": "Develop and document a visual idea using contrasting colors.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-2", "completionId": "13-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-3.v1", "prompt": "Develop and document a visual idea using repeated line patterns.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-3", "completionId": "19-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-4.v1", "prompt": "Develop and document a visual idea using a collage of safe reused paper.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-4", "completionId": "25-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-5.v1", "prompt": "Develop and document a visual idea using overlapping shapes.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-5", "completionId": "31-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-6.v1", "prompt": "Develop and document a visual idea using a drawn texture.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-6", "completionId": "37-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-7.v1", "prompt": "Develop and document a visual idea using a limited color palette.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-7", "completionId": "43-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-8.v1", "prompt": "Develop and document a visual idea using a simple paper sculpture.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-8", "completionId": "49-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-9.v1", "prompt": "Develop and document a visual idea using a wide and narrow brush line.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-9", "completionId": "55-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-10.v1", "prompt": "Develop and document a visual idea using an arrangement of found safe objects.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-10", "completionId": "61-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-11.v1", "prompt": "Develop and document a visual idea using a watercolor wash with adult help.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-11", "completionId": "66-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-12.v1", "prompt": "Develop and document a visual idea using a chalk drawing on paper.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-12", "completionId": "71-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-13.v1", "prompt": "Develop and document a visual idea using a printed pattern from a safe object.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-13", "completionId": "76-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-14.v1", "prompt": "Develop and document a visual idea using a folded paper form.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-14", "completionId": "81-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-15.v1", "prompt": "Develop and document a visual idea using positive and negative spaces.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-15", "completionId": "86-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-16.v1", "prompt": "Develop and document a visual idea using a drawing from observation.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-16", "completionId": "89-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-17.v1", "prompt": "Develop and document a visual idea using a scene with foreground and background.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-17", "completionId": "92-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-18.v1", "prompt": "Develop and document a visual idea using a geometric design.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-18", "completionId": "95-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.make-19.v1", "prompt": "Develop and document a visual idea using a combination of drawing and collage.", "hint": "Choose safe materials with a grown-up or use the drawing space. Keep a brief record of two material experiments. Choose an approach, explain its limitations, and create an artist statement linking process, intention, and audience.", "demonstration": [ "Try → notice → choose", "Pip compares two safe processes and chooses one that suits the idea." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:make-19", "completionId": "98-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Analyze imagery, messages and mood", "standard": "3-5.VA.4.1", "demo": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "prerequisites": [], "id": "g5.art.observe", "grade": 5, "subject": "g5-art", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf", "standardVersion": "Idaho Visual Arts 3–5 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.art.observe-0.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. Which shapes first catch your eye?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-0", "completionId": "2-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-1.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. What mood might the colors suggest?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-1", "completionId": "8-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-2.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. How does the curved line guide your eye?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-2", "completionId": "14-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-3.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. Where do you notice contrast?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-3", "completionId": "20-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-4.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. How does overlap suggest space?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-4", "completionId": "26-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-5.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. What do repeated dots add?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-5", "completionId": "32-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-6.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. Which part seems most active?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-6", "completionId": "38-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-7.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. How might changing one color affect the mood?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-7", "completionId": "44-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-8.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. What title fits, and what detail supports it?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-8", "completionId": "50-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-9.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. What is one different interpretation?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-9", "completionId": "56-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-10.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. Where is there visual balance or imbalance?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-10", "completionId": "62-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-11.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. How does empty space matter?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-11", "completionId": "67-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-12.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. Which marks seem connected?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-12", "completionId": "72-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-13.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. What might a viewer notice second?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-13", "completionId": "77-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-14.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. How does a large shape differ from a small one?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-14", "completionId": "82-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-15.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. What movement do the lines suggest?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-15", "completionId": "87-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-16.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. Which choice might communicate energy?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-16", "completionId": "90-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-17.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. How would rotating the image change it?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-17", "completionId": "93-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-18.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. What visual evidence supports a calm or busy mood?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-18", "completionId": "96-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.observe-19.v1", "prompt": "Critique Pip’s abstract study and compare it with an adult-selected artwork. Which detail would you keep in a new version?", "hint": "Use visible details from both works. Distinguish description from interpretation, compare viewpoints, and explain how context could change a response. There is no single correct artistic response.", "demonstration": [ "Notice → interpret → evidence", "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation." ], "type": "work", "variantKey": "g5:art:observe-19", "completionId": "99-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Refine art using constructive feedback", "standard": "3-5.VA.2.2", "demo": [ "Ask → consider → revise", "Pip listens to feedback, chooses a useful change, and explains what the change communicates." ], "prerequisites": [ "g5.art.make" ], "id": "g5.art.revise", "grade": 5, "subject": "g5-art", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf", "standardVersion": "Idaho Visual Arts 3–5 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.art.revise-0.v1", "prompt": "Critique and revision studio: strengthen the focal point.", "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.", "demonstration": [ "Ask → consider → revise", "Pip listens to feedback, chooses a useful change, and explains what the change communicates." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:revise-0", "completionId": "3-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.revise-1.v1", "prompt": "Critique and revision studio: change the background contrast.", "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.", "demonstration": [ "Ask → consider → revise", "Pip listens to feedback, chooses a useful change, and explains what the change communicates." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:revise-1", "completionId": "9-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.revise-2.v1", "prompt": "Critique and revision studio: simplify a crowded area.", "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.", "demonstration": [ "Ask → consider → revise", "Pip listens to feedback, chooses a useful change, and explains what the change communicates." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:revise-2", "completionId": "15-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.revise-3.v1", "prompt": "Critique and revision studio: clarify a shape.", "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.", "demonstration": [ "Ask → consider → revise", "Pip listens to feedback, chooses a useful change, and explains what the change communicates." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:revise-3", "completionId": "21-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.revise-4.v1", "prompt": "Critique and revision studio: try another arrangement.", "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.", "demonstration": [ "Ask → consider → revise", "Pip listens to feedback, chooses a useful change, and explains what the change communicates." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:revise-4", "completionId": "27-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.revise-5.v1", "prompt": "Critique and revision studio: add a meaningful texture.", "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.", "demonstration": [ "Ask → consider → revise", "Pip listens to feedback, chooses a useful change, and explains what the change communicates." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:revise-5", "completionId": "33-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.revise-6.v1", "prompt": "Critique and revision studio: adjust empty space.", "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.", "demonstration": [ "Ask → consider → revise", "Pip listens to feedback, chooses a useful change, and explains what the change communicates." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:revise-6", "completionId": "39-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.revise-7.v1", "prompt": "Critique and revision studio: connect two separate areas.", "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.", "demonstration": [ "Ask → consider → revise", "Pip listens to feedback, chooses a useful change, and explains what the change communicates." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:revise-7", "completionId": "45-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.revise-8.v1", "prompt": "Critique and revision studio: test a different color palette.", "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.", "demonstration": [ "Ask → consider → revise", "Pip listens to feedback, chooses a useful change, and explains what the change communicates." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:revise-8", "completionId": "51-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.revise-9.v1", "prompt": "Critique and revision studio: revise a confusing symbol.", "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.", "demonstration": [ "Ask → consider → revise", "Pip listens to feedback, chooses a useful change, and explains what the change communicates." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:revise-9", "completionId": "57-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.revise-10.v1", "prompt": "Critique and revision studio: compare a light and dark version.", "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.", "demonstration": [ "Ask → consider → revise", "Pip listens to feedback, chooses a useful change, and explains what the change communicates." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:revise-10", "completionId": "63-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.revise-11.v1", "prompt": "Critique and revision studio: change the viewpoint.", "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.", "demonstration": [ "Ask → consider → revise", "Pip listens to feedback, chooses a useful change, and explains what the change communicates." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:revise-11", "completionId": "68-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.revise-12.v1", "prompt": "Critique and revision studio: make a repeated pattern more intentional.", "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.", "demonstration": [ "Ask → consider → revise", "Pip listens to feedback, chooses a useful change, and explains what the change communicates." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:revise-12", "completionId": "73-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.revise-13.v1", "prompt": "Critique and revision studio: respond to one viewer’s question.", "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.", "demonstration": [ "Ask → consider → revise", "Pip listens to feedback, chooses a useful change, and explains what the change communicates." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:revise-13", "completionId": "78-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.revise-14.v1", "prompt": "Critique and revision studio: choose between two possible endings for the image.", "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.", "demonstration": [ "Ask → consider → revise", "Pip listens to feedback, chooses a useful change, and explains what the change communicates." ], "workspace": "draw", "type": "work", "variantKey": "g5:art:revise-14", "completionId": "83-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Care for and present artwork", "standard": "3-5.VA.3.1", "demo": [ "Protect → arrange → explain", "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it." ], "prerequisites": [], "id": "g5.art.present", "grade": 5, "subject": "g5-art", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf", "standardVersion": "Idaho Visual Arts 3–5 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.art.present-0.v1", "prompt": "Curate a small private exhibit: plan a safe place for a paper drawing.", "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.", "demonstration": [ "Protect → arrange → explain", "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it." ], "workspace": "write", "type": "work", "variantKey": "g5:art:present-0", "completionId": "4-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.present-1.v1", "prompt": "Curate a small private exhibit: make a descriptive title card.", "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.", "demonstration": [ "Protect → arrange → explain", "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it." ], "workspace": "write", "type": "work", "variantKey": "g5:art:present-1", "completionId": "10-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.present-2.v1", "prompt": "Curate a small private exhibit: arrange two works for comparison.", "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.", "demonstration": [ "Protect → arrange → explain", "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it." ], "workspace": "write", "type": "work", "variantKey": "g5:art:present-2", "completionId": "16-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.present-3.v1", "prompt": "Curate a small private exhibit: practice careful handling of a paper sculpture.", "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.", "demonstration": [ "Protect → arrange → explain", "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it." ], "workspace": "write", "type": "work", "variantKey": "g5:art:present-3", "completionId": "22-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.present-4.v1", "prompt": "Curate a small private exhibit: choose a background that helps viewers see the work.", "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.", "demonstration": [ "Protect → arrange → explain", "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it." ], "workspace": "write", "type": "work", "variantKey": "g5:art:present-4", "completionId": "28-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.present-5.v1", "prompt": "Curate a small private exhibit: plan space for different viewers to approach.", "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.", "demonstration": [ "Protect → arrange → explain", "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it." ], "workspace": "write", "type": "work", "variantKey": "g5:art:present-5", "completionId": "34-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.present-6.v1", "prompt": "Curate a small private exhibit: explain materials and process in a label.", "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.", "demonstration": [ "Protect → arrange → explain", "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it." ], "workspace": "write", "type": "work", "variantKey": "g5:art:present-6", "completionId": "40-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.present-7.v1", "prompt": "Curate a small private exhibit: protect work while it dries.", "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.", "demonstration": [ "Protect → arrange → explain", "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it." ], "workspace": "write", "type": "work", "variantKey": "g5:art:present-7", "completionId": "46-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.present-8.v1", "prompt": "Curate a small private exhibit: choose a sequence for three drawings.", "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.", "demonstration": [ "Protect → arrange → explain", "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it." ], "workspace": "write", "type": "work", "variantKey": "g5:art:present-8", "completionId": "52-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.present-9.v1", "prompt": "Curate a small private exhibit: describe why you selected a piece to share.", "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.", "demonstration": [ "Protect → arrange → explain", "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it." ], "workspace": "write", "type": "work", "variantKey": "g5:art:present-9", "completionId": "58-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Explore how art informs or influences viewers", "standard": "3-5.VA.5.1", "demo": [ "Message → audience → effect", "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message." ], "prerequisites": [], "id": "g5.art.context", "grade": 5, "subject": "g5-art", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf", "standardVersion": "Idaho Visual Arts 3–5 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g5.art.message-0.v1", "prompt": "Compare intended and possible unintended messages in a library reading poster.", "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.", "demonstration": [ "Message → audience → effect", "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message." ], "type": "work", "variantKey": "g5:art:message-0", "completionId": "5-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.message-1.v1", "prompt": "Compare intended and possible unintended messages in a park sign.", "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.", "demonstration": [ "Message → audience → effect", "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message." ], "type": "work", "variantKey": "g5:art:message-1", "completionId": "11-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.message-2.v1", "prompt": "Compare intended and possible unintended messages in a public mural.", "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.", "demonstration": [ "Message → audience → effect", "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message." ], "type": "work", "variantKey": "g5:art:message-2", "completionId": "17-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.message-3.v1", "prompt": "Compare intended and possible unintended messages in a food package.", "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.", "demonstration": [ "Message → audience → effect", "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message." ], "type": "work", "variantKey": "g5:art:message-3", "completionId": "23-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.message-4.v1", "prompt": "Compare intended and possible unintended messages in a book cover.", "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.", "demonstration": [ "Message → audience → effect", "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message." ], "type": "work", "variantKey": "g5:art:message-4", "completionId": "29-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.message-5.v1", "prompt": "Compare intended and possible unintended messages in a museum label.", "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.", "demonstration": [ "Message → audience → effect", "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message." ], "type": "work", "variantKey": "g5:art:message-5", "completionId": "35-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.message-6.v1", "prompt": "Compare intended and possible unintended messages in a safety poster.", "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.", "demonstration": [ "Message → audience → effect", "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message." ], "type": "work", "variantKey": "g5:art:message-6", "completionId": "41-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.message-7.v1", "prompt": "Compare intended and possible unintended messages in an event invitation.", "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.", "demonstration": [ "Message → audience → effect", "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message." ], "type": "work", "variantKey": "g5:art:message-7", "completionId": "47-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.message-8.v1", "prompt": "Compare intended and possible unintended messages in a community logo.", "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.", "demonstration": [ "Message → audience → effect", "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message." ], "type": "work", "variantKey": "g5:art:message-8", "completionId": "53-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.message-9.v1", "prompt": "Compare intended and possible unintended messages in a historical poster.", "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.", "demonstration": [ "Message → audience → effect", "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message." ], "type": "work", "variantKey": "g5:art:message-9", "completionId": "59-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.message-10.v1", "prompt": "Compare intended and possible unintended messages in an environmental message.", "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.", "demonstration": [ "Message → audience → effect", "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message." ], "type": "work", "variantKey": "g5:art:message-10", "completionId": "64-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.message-11.v1", "prompt": "Compare intended and possible unintended messages in a map illustration.", "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.", "demonstration": [ "Message → audience → effect", "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message." ], "type": "work", "variantKey": "g5:art:message-11", "completionId": "69-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.message-12.v1", "prompt": "Compare intended and possible unintended messages in a theater poster.", "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.", "demonstration": [ "Message → audience → effect", "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message." ], "type": "work", "variantKey": "g5:art:message-12", "completionId": "74-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.message-13.v1", "prompt": "Compare intended and possible unintended messages in a sports symbol.", "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.", "demonstration": [ "Message → audience → effect", "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message." ], "type": "work", "variantKey": "g5:art:message-13", "completionId": "79-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g5.art.message-14.v1", "prompt": "Compare intended and possible unintended messages in an advertisement.", "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.", "demonstration": [ "Message → audience → effect", "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message." ], "type": "work", "variantKey": "g5:art:message-14", "completionId": "84-97", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] } ], "coverageGaps": [ "No claim of full-standard coverage from these supplemental routes. Educator and tribal cultural review have not been performed.", "Physical education, remaining health topics, technology, and other arts disciplines are not covered. Music uses the grades 4–5 band; art and health use 3–5.", "The bank does not provide five varied independent checks for every fine-grained skill. Text complexity, broader genre/cultural coverage, oral fluency, and mental automaticity require further educator judgment.", "Original work, oral reading, physical investigation, and social behavior require adult observation.", "Complete and culturally broader texts at the upper grades 4–5 complexity band, fluent cursive assessment, sustained oral discussion, deeper fraction-area explanations, comprehensive geographic recall, and practical investigations need further instruction and review. Many tasks need adult-selected references or real materials." ] }