First-grade educator review

Human review pending. Please review these activities before treating the coverage or evidence rule as suitable for a learner.

800 supplemental activities; coverage is partial. Completion levels are game progress, not standards mastery.

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.

Check the task, answer or open response, and its intended skill against the linked standard.
Check accessibility and the difference between supported work, an independent check, and adult observation.
Review whether five varied checks over two sessions is a useful reporting rule for this skill. It is not a mastery decision.
In For grown-ups, open the skill and record your educator pilot review. Record actual observations separately. Coverage review of this release remains pending until an educator reviews the full packet.

Download the complete activity map

reading · Blend spoken sounds into a word (10 activities)

Idaho ELA/Literacy · January 3, 2022 · 1.FR-PA.2b–e

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

Blend these sounds: s, u, n. Which word do they make?
Choices: sun · log · hen
Answer: sun
Help: Say the sounds slowly, then move them together.
Pip’s example: Pip stretches sun into s, u, n, then blends the sounds into sun.
independent-check · adaptive
g1.reading.blend-sun.v1
Blend these sounds: m, a, p. Which word do they make?
Choices: map · log · hen
Answer: map
Help: Say the sounds slowly, then move them together.
Pip’s example: Pip stretches sun into s, u, n, then blends the sounds into sun.
independent-check · adaptive
g1.reading.blend-map.v1
Blend these sounds: f, i, sh. Which word do they make?
Choices: fish · log · hen
Answer: fish
Help: Say the sounds slowly, then move them together.
Pip’s example: Pip stretches sun into s, u, n, then blends the sounds into sun.
independent-check · adaptive
g1.reading.blend-fish.v1
Blend these sounds: sh, o, p. Which word do they make?
Choices: shop · log · hen
Answer: shop
Help: Say the sounds slowly, then move them together.
Pip’s example: Pip stretches sun into s, u, n, then blends the sounds into sun.
independent-check · adaptive
g1.reading.blend-shop.v1
Blend these sounds: b, e, d. Which word do they make?
Choices: bed · log · hen
Answer: bed
Help: Say the sounds slowly, then move them together.
Pip’s example: Pip stretches sun into s, u, n, then blends the sounds into sun.
independent-check · adaptive
g1.reading.blend-bed.v1
Blend these sounds: r, i, ng. Which word do they make?
Choices: ring · log · hen
Answer: ring
Help: Say the sounds slowly, then move them together.
Pip’s example: Pip stretches sun into s, u, n, then blends the sounds into sun.
independent-check · adaptive
g1.reading.blend-ring.v1
Blend these sounds: c, u, p. Which word do they make?
Choices: cup · log · hen
Answer: cup
Help: Say the sounds slowly, then move them together.
Pip’s example: Pip stretches sun into s, u, n, then blends the sounds into sun.
independent-check · adaptive
g1.reading.blend-cup.v1
Blend these sounds: sh, i, p. Which word do they make?
Choices: ship · log · hen
Answer: ship
Help: Say the sounds slowly, then move them together.
Pip’s example: Pip stretches sun into s, u, n, then blends the sounds into sun.
independent-check · adaptive
g1.reading.blend-ship.v1
Blend these sounds: h, a, t. Which word do they make?
Choices: hat · log · hen
Answer: hat
Help: Say the sounds slowly, then move them together.
Pip’s example: Pip stretches sun into s, u, n, then blends the sounds into sun.
independent-check · adaptive
g1.reading.blend-hat.v1
Blend these sounds: s, o, ck. Which word do they make?
Choices: sock · log · hen
Answer: sock
Help: Say the sounds slowly, then move them together.
Pip’s example: Pip stretches sun into s, u, n, then blends the sounds into sun.
independent-check · adaptive
g1.reading.blend-sock.v1

reading · Read consonant digraphs (6 activities)

Idaho ELA/Literacy · January 3, 2022 · 1.FR-PH.3a

Coverage: partial. Adult observation needed; no automatic grade.

Read this word to a grown-up: ship.
Target: ship
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In ship, s and h work together to make one sound.
adult-observation · adaptive
g1.reading.read-ship.v1
Read this word to a grown-up: shop.
Target: shop
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In ship, s and h work together to make one sound.
adult-observation · adaptive
g1.reading.read-shop.v1
Read this word to a grown-up: chin.
Target: chin
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In ship, s and h work together to make one sound.
adult-observation · adaptive
g1.reading.read-chin.v1
Read this word to a grown-up: chat.
Target: chat
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In ship, s and h work together to make one sound.
adult-observation · adaptive
g1.reading.read-chat.v1
Read this word to a grown-up: thin.
Target: thin
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In ship, s and h work together to make one sound.
adult-observation · adaptive
g1.reading.read-thin.v1
Read this word to a grown-up: when.
Target: when
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In ship, s and h work together to make one sound.
adult-observation · adaptive
g1.reading.read-when.v1

reading · Read final-e words (6 activities)

Idaho ELA/Literacy · January 3, 2022 · 1.FR-PH.3c

Coverage: partial. Adult observation needed; no automatic grade.

Read this word to a grown-up: cake.
Target: cake
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: Pip sees the final e in cape. The a says its name.
adult-observation · adaptive
g1.reading.read-cake.v1
Read this word to a grown-up: bike.
Target: bike
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: Pip sees the final e in cape. The a says its name.
adult-observation · adaptive
g1.reading.read-bike.v1
Read this word to a grown-up: home.
Target: home
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: Pip sees the final e in cape. The a says its name.
adult-observation · adaptive
g1.reading.read-home.v1
Read this word to a grown-up: cube.
Target: cube
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: Pip sees the final e in cape. The a says its name.
adult-observation · adaptive
g1.reading.read-cube.v1
Read this word to a grown-up: rope.
Target: rope
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: Pip sees the final e in cape. The a says its name.
adult-observation · adaptive
g1.reading.read-rope.v1
Read this word to a grown-up: name.
Target: name
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: Pip sees the final e in cape. The a says its name.
adult-observation · adaptive
g1.reading.read-name.v1

reading · Read common vowel teams (6 activities)

Idaho ELA/Literacy · January 3, 2022 · 1.FR-PH.3c

Coverage: partial. Adult observation needed; no automatic grade.

Read this word to a grown-up: rain.
Target: rain
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In rain, a and i work together. Pip blends the sounds to read rain.
adult-observation · adaptive
g1.reading.read-rain.v1
Read this word to a grown-up: day.
Target: day
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In rain, a and i work together. Pip blends the sounds to read rain.
adult-observation · adaptive
g1.reading.read-day.v1
Read this word to a grown-up: seed.
Target: seed
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In rain, a and i work together. Pip blends the sounds to read rain.
adult-observation · adaptive
g1.reading.read-seed.v1
Read this word to a grown-up: leaf.
Target: leaf
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In rain, a and i work together. Pip blends the sounds to read rain.
adult-observation · adaptive
g1.reading.read-leaf.v1
Read this word to a grown-up: boat.
Target: boat
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In rain, a and i work together. Pip blends the sounds to read rain.
adult-observation · adaptive
g1.reading.read-boat.v1
Read this word to a grown-up: toe.
Target: toe
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In rain, a and i work together. Pip blends the sounds to read rain.
adult-observation · adaptive
g1.reading.read-toe.v1

reading · Read r-controlled vowels (6 activities)

Idaho ELA/Literacy · January 3, 2022 · 1.FR-PH.3e

Coverage: partial. Adult observation needed; no automatic grade.

Read this word to a grown-up: car.
Target: car
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In car, the r changes the vowel sound. Pip reads the whole word.
adult-observation · adaptive
g1.reading.read-car.v1
Read this word to a grown-up: fern.
Target: fern
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In car, the r changes the vowel sound. Pip reads the whole word.
adult-observation · adaptive
g1.reading.read-fern.v1
Read this word to a grown-up: bird.
Target: bird
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In car, the r changes the vowel sound. Pip reads the whole word.
adult-observation · adaptive
g1.reading.read-bird.v1
Read this word to a grown-up: fork.
Target: fork
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In car, the r changes the vowel sound. Pip reads the whole word.
adult-observation · adaptive
g1.reading.read-fork.v1
Read this word to a grown-up: turn.
Target: turn
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In car, the r changes the vowel sound. Pip reads the whole word.
adult-observation · adaptive
g1.reading.read-turn.v1
Read this word to a grown-up: star.
Target: star
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: In car, the r changes the vowel sound. Pip reads the whole word.
adult-observation · adaptive
g1.reading.read-star.v1

reading · Read two-syllable words (6 activities)

Idaho ELA/Literacy · January 3, 2022 · 1.FR-PH.3d, 3f

Coverage: partial. Adult observation needed; no automatic grade.

Read this word to a grown-up: sunset.
Target: sunset
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: Pip reads sun, then set, then puts them together: sunset.
adult-observation · adaptive
g1.reading.read-sunset.v1
Read this word to a grown-up: rabbit.
Target: rabbit
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: Pip reads sun, then set, then puts them together: sunset.
adult-observation · adaptive
g1.reading.read-rabbit.v1
Read this word to a grown-up: picnic.
Target: picnic
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: Pip reads sun, then set, then puts them together: sunset.
adult-observation · adaptive
g1.reading.read-picnic.v1
Read this word to a grown-up: napkin.
Target: napkin
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: Pip reads sun, then set, then puts them together: sunset.
adult-observation · adaptive
g1.reading.read-napkin.v1
Read this word to a grown-up: basket.
Target: basket
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: Pip reads sun, then set, then puts them together: sunset.
adult-observation · adaptive
g1.reading.read-basket.v1
Read this word to a grown-up: insect.
Target: insect
Help: Look for the spelling pattern. Blend the sounds or word parts, then use the word in a sentence.
Pip’s example: Pip reads sun, then set, then puts them together: sunset.
adult-observation · adaptive
g1.reading.read-insect.v1

reading · Use word parts and context (10 activities)

Idaho ELA/Literacy · January 3, 2022 · 1.VD-WB.1–2

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

What does helpful mean here?
A helpful friend carries a heavy bag.
Choices: giving help · needing sleep · making noise
Answer: giving help
Help: Use the sentence or the smaller word parts as clues.
Pip’s example: Helpful means giving help. Pip uses the word part and the sentence.
independent-check · adaptive
g1.reading.meaning-helpful.v1
What does unhappy mean here?
Pip feels unhappy when a toy breaks.
Choices: not happy · very happy · very tall
Answer: not happy
Help: Use the sentence or the smaller word parts as clues.
Pip’s example: Helpful means giving help. Pip uses the word part and the sentence.
independent-check · adaptive
g1.reading.meaning-unhappy.v1
What does redo mean here?
Please redo the drawing on a clean page.
Choices: do again · do quietly · never do
Answer: do again
Help: Use the sentence or the smaller word parts as clues.
Pip’s example: Helpful means giving help. Pip uses the word part and the sentence.
independent-check · adaptive
g1.reading.meaning-redo.v1
What does playful mean here?
The playful puppy chases a ball.
Choices: full of play · very sleepy · made of paper
Answer: full of play
Help: Use the sentence or the smaller word parts as clues.
Pip’s example: Helpful means giving help. Pip uses the word part and the sentence.
independent-check · adaptive
g1.reading.meaning-playful.v1
What does sunflower mean here?
The word sunflower has two smaller words.
Choices: sun and flower · sun and rain · flower and pot
Answer: sun and flower
Help: Use the sentence or the smaller word parts as clues.
Pip’s example: Helpful means giving help. Pip uses the word part and the sentence.
independent-check · adaptive
g1.reading.meaning-sunflower.v1
What does raincoat mean here?
The word raincoat has two smaller words.
Choices: rain and coat · coat and hat · rain and bow
Answer: rain and coat
Help: Use the sentence or the smaller word parts as clues.
Pip’s example: Helpful means giving help. Pip uses the word part and the sentence.
independent-check · adaptive
g1.reading.meaning-raincoat.v1
What does cold mean here?
The cold pond has ice on top.
Choices: not warm · very warm · very loud
Answer: not warm
Help: Use the sentence or the smaller word parts as clues.
Pip’s example: Helpful means giving help. Pip uses the word part and the sentence.
independent-check · adaptive
g1.reading.meaning-cold.v1
What does huge mean here?
A huge tree towers above the house.
Choices: very big · very little · very quiet
Answer: very big
Help: Use the sentence or the smaller word parts as clues.
Pip’s example: Helpful means giving help. Pip uses the word part and the sentence.
independent-check · adaptive
g1.reading.meaning-huge.v1
What does tiny mean here?
A tiny seed fits on my fingertip.
Choices: very small · very long · very wet
Answer: very small
Help: Use the sentence or the smaller word parts as clues.
Pip’s example: Helpful means giving help. Pip uses the word part and the sentence.
independent-check · adaptive
g1.reading.meaning-tiny.v1
What does quick mean here?
The quick rabbit reaches the gate first.
Choices: fast · slow · sleepy
Answer: fast
Help: Use the sentence or the smaller word parts as clues.
Pip’s example: Helpful means giving help. Pip uses the word part and the sentence.
independent-check · adaptive
g1.reading.meaning-quick.v1

reading · Find a story detail or message (15 activities)

Idaho ELA/Literacy · January 3, 2022 · 1.RC-L.5a–e; 1.RC-TE.3

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

Why did Mina wait?
Mina took her kite to the park. The wind stopped, so she waited. When the wind returned, her kite flew high.
Choices: The wind stopped. · Her kite was lost. · The park was closed.
Answer: The wind stopped.
Help: Look back at the story for a detail that helps.
Pip’s example: Pip asks: Who is here? What happened? How did the story end?
independent-check · adaptive
g1.reading.kite.v1
What happened before Ben splashed?
Ben saw a puddle on the path. He put on boots and splashed. He left his muddy boots by the door.
Choices: He put on boots. · He ate lunch. · He went to bed.
Answer: He put on boots.
Help: Look back at the story for a detail that helps.
Pip’s example: Pip asks: Who is here? What happened? How did the story end?
independent-check · adaptive
g1.reading.puddle.v1
What appeared at the end?
Jo planted a seed and watered it. Each day Jo checked the pot. One morning a small green shoot appeared.
Choices: A green shoot. · A snowman. · A toy boat.
Answer: A green shoot.
Help: Look back at the story for a detail that helps.
Pip’s example: Pip asks: Who is here? What happened? How did the story end?
independent-check · adaptive
g1.reading.seed.v1
How did they solve the problem?
Ari wanted the blue blanket. Kim was using it. They sat together and shared the blanket.
Choices: They shared. · They hid it. · They threw it away.
Answer: They shared.
Help: Look back at the story for a detail that helps.
Pip’s example: Pip asks: Who is here? What happened? How did the story end?
independent-check · adaptive
g1.reading.blanket.v1
Where did the goat find her friend?
A little goat heard a bell. She followed its sound to the barn. Her friend was waiting there.
Choices: At the barn. · At the beach. · On the moon.
Answer: At the barn.
Help: Look back at the story for a detail that helps.
Pip’s example: Pip asks: Who is here? What happened? How did the story end?
independent-check · adaptive
g1.reading.bell.v1
Who tells this story?
I chose a book about frogs. I read it with my dad. Now I want to watch the pond.
Choices: The child who chose the book. · A frog. · A librarian.
Answer: The child who chose the book.
Help: Look back at the story for a detail that helps.
Pip’s example: Pip asks: Who is here? What happened? How did the story end?
independent-check · adaptive
g1.reading.book.v1
Who helped the mouse?
A mouse could not cross a stream. A beaver placed a branch across it. The mouse crossed and thanked the beaver.
Choices: The beaver. · A fox. · A fish.
Answer: The beaver.
Help: Look back at the story for a detail that helps.
Pip’s example: Pip asks: Who is here? What happened? How did the story end?
independent-check · adaptive
g1.reading.bridge.v1
What changed their plan?
Clouds covered the sky during a picnic. Rain began. The friends moved their food inside and kept eating together.
Choices: Rain. · A missing spoon. · A sunny day.
Answer: Rain.
Help: Look back at the story for a detail that helps.
Pip’s example: Pip asks: Who is here? What happened? How did the story end?
independent-check · adaptive
g1.reading.picnic.v1
Where was the hat?
Luis lost his hat. He checked the bench, then the slide. His hat was under the slide.
Choices: Under the slide. · On the bench. · In a tree.
Answer: Under the slide.
Help: Look back at the story for a detail that helps.
Pip’s example: Pip asks: Who is here? What happened? How did the story end?
independent-check · adaptive
g1.reading.hat.v1
What helped the turtle finish?
A turtle walked slowly toward a flag. A rabbit stopped to play. The turtle kept going and reached the flag first.
Choices: Keeping going. · Stopping to play. · Hiding the flag.
Answer: Keeping going.
Help: Look back at the story for a detail that helps.
Pip’s example: Pip asks: Who is here? What happened? How did the story end?
independent-check · adaptive
g1.reading.race.v1
What did Tess do last?
Tess mixed blue and yellow paint. She used the green paint to make leaves. Then she washed her brush.
Choices: Washed her brush. · Picked a book. · Mixed red paint.
Answer: Washed her brush.
Help: Look back at the story for a detail that helps.
Pip’s example: Pip asks: Who is here? What happened? How did the story end?
independent-check · adaptive
g1.reading.paint.v1
What clue did Nora follow?
Nora found tiny tracks in the snow. She followed them to a bush. A bird hopped out.
Choices: Tracks. · A song book. · A red ribbon.
Answer: Tracks.
Help: Look back at the story for a detail that helps.
Pip’s example: Pip asks: Who is here? What happened? How did the story end?
independent-check · adaptive
g1.reading.snow.v1
Why did Sam thank Pat?
Sam forgot a spoon for lunch. Pat found a clean spare spoon. Sam thanked Pat and ate the soup.
Choices: Pat found a spoon. · Pat ate the soup. · Pat hid the lunch.
Answer: Pat found a spoon.
Help: Look back at the story for a detail that helps.
Pip’s example: Pip asks: Who is here? What happened? How did the story end?
independent-check · adaptive
g1.reading.lunch.v1
How did the owner help?
A puppy was afraid of a loud truck. Its owner sat nearby and spoke softly. Soon the puppy relaxed.
Choices: Sat nearby and spoke softly. · Made more noise. · Ran away.
Answer: Sat nearby and spoke softly.
Help: Look back at the story for a detail that helps.
Pip’s example: Pip asks: Who is here? What happened? How did the story end?
independent-check · adaptive
g1.reading.puppy.v1
What is one lesson from this story?
Two friends built a tent with a sheet. One held the sheet while the other placed clips. Together they finished their tent.
Choices: Working together can help. · Never ask for help. · All tents are blue.
Answer: Working together can help.
Help: Look back at the story for a detail that helps.
Pip’s example: Pip asks: Who is here? What happened? How did the story end?
independent-check · adaptive
g1.reading.tent.v1

reading · Identify a stated topic or detail (15 activities)

Idaho ELA/Literacy · January 3, 2022 · 1.RC-NF.6a–e; 1.RC-TE.3

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

What can bees carry?
Bees visit flowers. Pollen sticks to their bodies and can move to another flower.
Choices: Pollen · Stones · Snow
Answer: Pollen
Help: Find the words that support your answer.
Pip’s example: A text says bees visit flowers and carry pollen. Those details tell Pip the text is about bees.
independent-check · adaptive
g1.reading.bees.v1
What takes in water from soil?
Roots hold a plant in the ground. They take in water from the soil.
Choices: Roots · Petals · Clouds
Answer: Roots
Help: Find the words that support your answer.
Pip’s example: A text says bees visit flowers and carry pollen. Those details tell Pip the text is about bees.
independent-check · adaptive
g1.reading.roots.v1
What is this text mainly about?
Many birds make nests. A nest can hold eggs and keep young birds together.
Choices: Bird nests · Fish fins · Tree bark
Answer: Bird nests
Help: Find the words that support your answer.
Pip’s example: A text says bees visit flowers and carry pollen. Those details tell Pip the text is about bees.
independent-check · adaptive
g1.reading.birds.v1
What lights the Moon?
We can see the Moon because sunlight reflects from it. Its visible shape seems to change over time.
Choices: Sunlight · A lamp inside it · A fire on it
Answer: Sunlight
Help: Find the words that support your answer.
Pip’s example: A text says bees visit flowers and carry pollen. Those details tell Pip the text is about bees.
independent-check · adaptive
g1.reading.moon.v1
Where does rain come from?
Water falls from clouds as rain. Rain collects in puddles and soaks into soil.
Choices: Clouds · Tree trunks · Sidewalks
Answer: Clouds
Help: Find the words that support your answer.
Pip’s example: A text says bees visit flowers and carry pollen. Those details tell Pip the text is about bees.
independent-check · adaptive
g1.reading.rain.v1
Why is the shell useful?
A turtle has a hard shell. The shell helps protect its body.
Choices: It protects the turtle · It makes flowers · It catches sunlight
Answer: It protects the turtle
Help: Find the words that support your answer.
Pip’s example: A text says bees visit flowers and carry pollen. Those details tell Pip the text is about bees.
independent-check · adaptive
g1.reading.shell.v1
What explains map symbols?
A map shows places. A key tells what the symbols mean.
Choices: A key · A timer · A ruler alone
Answer: A key
Help: Find the words that support your answer.
Pip’s example: A text says bees visit flowers and carry pollen. Those details tell Pip the text is about bees.
independent-check · adaptive
g1.reading.map.v1
Where can you find a topic’s page number?
An index lists topics and page numbers. It helps a reader find information.
Choices: In the index · On a blank page · On your shoe
Answer: In the index
Help: Find the words that support your answer.
Pip’s example: A text says bees visit flowers and carry pollen. Those details tell Pip the text is about bees.
independent-check · adaptive
g1.reading.index.v1
What helps you find a book section?
A contents page lists sections of a book in order. It often gives their page numbers.
Choices: The contents page · The price tag · The last word only
Answer: The contents page
Help: Find the words that support your answer.
Pip’s example: A text says bees visit flowers and carry pollen. Those details tell Pip the text is about bees.
independent-check · adaptive
g1.reading.contents.v1
What comes after adding soap and rubbing?
First wet your hands. Next add soap and rub. Then rinse and dry.
Choices: Rinse and dry · Put on mittens · Open a book
Answer: Rinse and dry
Help: Find the words that support your answer.
Pip’s example: A text says bees visit flowers and carry pollen. Those details tell Pip the text is about bees.
independent-check · adaptive
g1.reading.wash.v1
Why might someone sit under a tree on a sunny day?
Shade blocks some direct sunlight. A tree can make a shady place to sit.
Choices: To find shade · To make rain · To turn off the Sun
Answer: To find shade
Help: Find the words that support your answer.
Pip’s example: A text says bees visit flowers and carry pollen. Those details tell Pip the text is about bees.
independent-check · adaptive
g1.reading.shade.v1
Which detail supports brushing teeth?
Teeth help us bite and chew food. Brushing helps keep teeth clean.
Choices: It helps keep teeth clean · Teeth are shoes · Food is always cold
Answer: It helps keep teeth clean
Help: Find the words that support your answer.
Pip’s example: A text says bees visit flowers and carry pollen. Those details tell Pip the text is about bees.
independent-check · adaptive
g1.reading.teeth.v1
What helps frogs jump?
Frogs have strong back legs. Those legs help them jump.
Choices: Strong back legs · Long feathers · Hard shells
Answer: Strong back legs
Help: Find the words that support your answer.
Pip’s example: A text says bees visit flowers and carry pollen. Those details tell Pip the text is about bees.
independent-check · adaptive
g1.reading.frog.v1
What topic do both texts describe?
Text A: Ducks have feathers. Text B: Ducks swim using webbed feet.
Choices: Ducks · Rocks · Bicycles
Answer: Ducks
Help: Find the words that support your answer.
Pip’s example: A text says bees visit flowers and carry pollen. Those details tell Pip the text is about bees.
independent-check · adaptive
g1.reading.compare.v1
What do both texts tell about?
Text A: Plants need water to grow. Text B: Many plants use sunlight to grow.
Choices: What plants need · How to cook · Where trains go
Answer: What plants need
Help: Find the words that support your answer.
Pip’s example: A text says bees visit flowers and carry pollen. Those details tell Pip the text is about bees.
independent-check · adaptive
g1.reading.compare-plants.v1

reading · Read aloud and explain (10 activities)

Idaho ELA/Literacy · January 3, 2022 · 1.RC-RF.4; 1.ODC-OC.2–4

Coverage: partial. Adult observation needed; no automatic grade.

Read and tell: what happened in this story?
Mina took her kite to the park. The wind stopped, so she waited. When the wind returned, her kite flew high.
Help: Read the story with a grown-up. Tell the beginning, middle, and end. Ask a question about a detail.
Pip’s example: Pip pauses at a period, then tells a grown-up what happened. Reading smoothly takes practice.
adult-observation · adaptive
g1.reading.retell-kite.v1
Read and tell: what happened in this story?
Ben saw a puddle on the path. He put on boots and splashed. He left his muddy boots by the door.
Help: Read the story with a grown-up. Tell the beginning, middle, and end. Ask a question about a detail.
Pip’s example: Pip pauses at a period, then tells a grown-up what happened. Reading smoothly takes practice.
adult-observation · adaptive
g1.reading.retell-puddle.v1
Read and tell: what happened in this story?
Jo planted a seed and watered it. Each day Jo checked the pot. One morning a small green shoot appeared.
Help: Read the story with a grown-up. Tell the beginning, middle, and end. Ask a question about a detail.
Pip’s example: Pip pauses at a period, then tells a grown-up what happened. Reading smoothly takes practice.
adult-observation · adaptive
g1.reading.retell-seed.v1
Read and tell: what happened in this story?
Ari wanted the blue blanket. Kim was using it. They sat together and shared the blanket.
Help: Read the story with a grown-up. Tell the beginning, middle, and end. Ask a question about a detail.
Pip’s example: Pip pauses at a period, then tells a grown-up what happened. Reading smoothly takes practice.
adult-observation · adaptive
g1.reading.retell-blanket.v1
Read and tell: what happened in this story?
A little goat heard a bell. She followed its sound to the barn. Her friend was waiting there.
Help: Read the story with a grown-up. Tell the beginning, middle, and end. Ask a question about a detail.
Pip’s example: Pip pauses at a period, then tells a grown-up what happened. Reading smoothly takes practice.
adult-observation · adaptive
g1.reading.retell-bell.v1
Read and tell: what happened in this story?
I chose a book about frogs. I read it with my dad. Now I want to watch the pond.
Help: Read the story with a grown-up. Tell the beginning, middle, and end. Ask a question about a detail.
Pip’s example: Pip pauses at a period, then tells a grown-up what happened. Reading smoothly takes practice.
adult-observation · adaptive
g1.reading.retell-book.v1
Read and tell: what happened in this story?
A mouse could not cross a stream. A beaver placed a branch across it. The mouse crossed and thanked the beaver.
Help: Read the story with a grown-up. Tell the beginning, middle, and end. Ask a question about a detail.
Pip’s example: Pip pauses at a period, then tells a grown-up what happened. Reading smoothly takes practice.
adult-observation · adaptive
g1.reading.retell-bridge.v1
Read and tell: what happened in this story?
Clouds covered the sky during a picnic. Rain began. The friends moved their food inside and kept eating together.
Help: Read the story with a grown-up. Tell the beginning, middle, and end. Ask a question about a detail.
Pip’s example: Pip pauses at a period, then tells a grown-up what happened. Reading smoothly takes practice.
adult-observation · adaptive
g1.reading.retell-picnic.v1
Read and tell: what happened in this story?
Luis lost his hat. He checked the bench, then the slide. His hat was under the slide.
Help: Read the story with a grown-up. Tell the beginning, middle, and end. Ask a question about a detail.
Pip’s example: Pip pauses at a period, then tells a grown-up what happened. Reading smoothly takes practice.
adult-observation · adaptive
g1.reading.retell-hat.v1
Read and tell: what happened in this story?
A turtle walked slowly toward a flag. A rabbit stopped to play. The turtle kept going and reached the flag first.
Help: Read the story with a grown-up. Tell the beginning, middle, and end. Ask a question about a detail.
Pip’s example: Pip pauses at a period, then tells a grown-up what happened. Reading smoothly takes practice.
adult-observation · adaptive
g1.reading.retell-race.v1

reading · Say and separate a word’s sounds (10 activities)

Idaho ELA/Literacy · January 3, 2022 · 1.FR-PA.2c–e

Coverage: partial. Adult observation needed; no automatic grade.

Say sun. Tap once for each sound, then blend it again.
Help: Tell a grown-up the sounds you heard. Stretch the word without adding extra sounds.
Pip’s example: Pip says map slowly, then taps m, a, p: three sounds.
adult-observation · adaptive
g1.reading.segment-sun.v1
Say map. Tap once for each sound, then blend it again.
Help: Tell a grown-up the sounds you heard. Stretch the word without adding extra sounds.
Pip’s example: Pip says map slowly, then taps m, a, p: three sounds.
adult-observation · adaptive
g1.reading.segment-map.v1
Say fish. Tap once for each sound, then blend it again.
Help: Tell a grown-up the sounds you heard. Stretch the word without adding extra sounds.
Pip’s example: Pip says map slowly, then taps m, a, p: three sounds.
adult-observation · adaptive
g1.reading.segment-fish.v1
Say shop. Tap once for each sound, then blend it again.
Help: Tell a grown-up the sounds you heard. Stretch the word without adding extra sounds.
Pip’s example: Pip says map slowly, then taps m, a, p: three sounds.
adult-observation · adaptive
g1.reading.segment-shop.v1
Say bed. Tap once for each sound, then blend it again.
Help: Tell a grown-up the sounds you heard. Stretch the word without adding extra sounds.
Pip’s example: Pip says map slowly, then taps m, a, p: three sounds.
adult-observation · adaptive
g1.reading.segment-bed.v1
Say ring. Tap once for each sound, then blend it again.
Help: Tell a grown-up the sounds you heard. Stretch the word without adding extra sounds.
Pip’s example: Pip says map slowly, then taps m, a, p: three sounds.
adult-observation · adaptive
g1.reading.segment-ring.v1
Say cup. Tap once for each sound, then blend it again.
Help: Tell a grown-up the sounds you heard. Stretch the word without adding extra sounds.
Pip’s example: Pip says map slowly, then taps m, a, p: three sounds.
adult-observation · adaptive
g1.reading.segment-cup.v1
Say ship. Tap once for each sound, then blend it again.
Help: Tell a grown-up the sounds you heard. Stretch the word without adding extra sounds.
Pip’s example: Pip says map slowly, then taps m, a, p: three sounds.
adult-observation · adaptive
g1.reading.segment-ship.v1
Say hat. Tap once for each sound, then blend it again.
Help: Tell a grown-up the sounds you heard. Stretch the word without adding extra sounds.
Pip’s example: Pip says map slowly, then taps m, a, p: three sounds.
adult-observation · adaptive
g1.reading.segment-hat.v1
Say sock. Tap once for each sound, then blend it again.
Help: Tell a grown-up the sounds you heard. Stretch the word without adding extra sounds.
Pip’s example: Pip says map slowly, then taps m, a, p: three sounds.
adult-observation · adaptive
g1.reading.segment-sock.v1

writing · Write letters and spaced words (15 activities)

Idaho ELA/Literacy · January 3, 2022 · 1.W-HWK.2

Coverage: partial. Adult observation needed; no automatic grade.

Write a small letter a.
Help: Draw or write freely. You can use the paper here or your own paper. Leave space between words and show a grown-up.
Pip’s example: Pip writes cat with space before the next word. A reader can see where each word starts.
adult-observation · adaptive
g1.writing.hand-0.v1
Write a capital M.
Help: Draw or write freely. You can use the paper here or your own paper. Leave space between words and show a grown-up.
Pip’s example: Pip writes cat with space before the next word. A reader can see where each word starts.
adult-observation · adaptive
g1.writing.hand-1.v1
Write the word sun.
Help: Draw or write freely. You can use the paper here or your own paper. Leave space between words and show a grown-up.
Pip’s example: Pip writes cat with space before the next word. A reader can see where each word starts.
adult-observation · adaptive
g1.writing.hand-2.v1
Write your own made-up animal name.
Help: Draw or write freely. You can use the paper here or your own paper. Leave space between words and show a grown-up.
Pip’s example: Pip writes cat with space before the next word. A reader can see where each word starts.
adult-observation · adaptive
g1.writing.hand-3.v1
Write the word tree.
Help: Draw or write freely. You can use the paper here or your own paper. Leave space between words and show a grown-up.
Pip’s example: Pip writes cat with space before the next word. A reader can see where each word starts.
adult-observation · adaptive
g1.writing.hand-4.v1
Write a short greeting.
Help: Draw or write freely. You can use the paper here or your own paper. Leave space between words and show a grown-up.
Pip’s example: Pip writes cat with space before the next word. A reader can see where each word starts.
adult-observation · adaptive
g1.writing.hand-5.v1
Write a label for a leaf.
Help: Draw or write freely. You can use the paper here or your own paper. Leave space between words and show a grown-up.
Pip’s example: Pip writes cat with space before the next word. A reader can see where each word starts.
adult-observation · adaptive
g1.writing.hand-6.v1
Write the word ship.
Help: Draw or write freely. You can use the paper here or your own paper. Leave space between words and show a grown-up.
Pip’s example: Pip writes cat with space before the next word. A reader can see where each word starts.
adult-observation · adaptive
g1.writing.hand-7.v1
Write a label for a toy.
Help: Draw or write freely. You can use the paper here or your own paper. Leave space between words and show a grown-up.
Pip’s example: Pip writes cat with space before the next word. A reader can see where each word starts.
adult-observation · adaptive
g1.writing.hand-8.v1
Write the words red hat.
Help: Draw or write freely. You can use the paper here or your own paper. Leave space between words and show a grown-up.
Pip’s example: Pip writes cat with space before the next word. A reader can see where each word starts.
adult-observation · adaptive
g1.writing.hand-9.v1
Write a label for a picture of a bird.
Help: Draw or write freely. You can use the paper here or your own paper. Leave space between words and show a grown-up.
Pip’s example: Pip writes cat with space before the next word. A reader can see where each word starts.
adult-observation · adaptive
g1.writing.hand-10.v1
Write the words my book.
Help: Draw or write freely. You can use the paper here or your own paper. Leave space between words and show a grown-up.
Pip’s example: Pip writes cat with space before the next word. A reader can see where each word starts.
adult-observation · adaptive
g1.writing.hand-11.v1
Write a short thank-you.
Help: Draw or write freely. You can use the paper here or your own paper. Leave space between words and show a grown-up.
Pip’s example: Pip writes cat with space before the next word. A reader can see where each word starts.
adult-observation · adaptive
g1.writing.hand-12.v1
Write a sign for a pretend shop.
Help: Draw or write freely. You can use the paper here or your own paper. Leave space between words and show a grown-up.
Pip’s example: Pip writes cat with space before the next word. A reader can see where each word starts.
adult-observation · adaptive
g1.writing.hand-13.v1
Write a sentence about a pet.
Help: Draw or write freely. You can use the paper here or your own paper. Leave space between words and show a grown-up.
Pip’s example: Pip writes cat with space before the next word. A reader can see where each word starts.
adult-observation · adaptive
g1.writing.hand-14.v1

writing · Build complete sentences (20 activities)

Idaho ELA/Literacy · January 3, 2022 · 1.GC-GU.1; 1.GC-M.2

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

Build a sentence that makes sense.
Sequence: The → cat → sleeps.
Help: Look for a capital to start, a complete idea, and a mark to end.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.sentence-0.v1
Build a sentence that makes sense.
Sequence: A → bird → sings.
Help: Look for a capital to start, a complete idea, and a mark to end.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.sentence-1.v1
Build a sentence that makes sense.
Sequence: We → like → books.
Help: Look for a capital to start, a complete idea, and a mark to end.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.sentence-2.v1
Build a sentence that makes sense.
Sequence: My → hat → is → red.
Help: Look for a capital to start, a complete idea, and a mark to end.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.sentence-3.v1
Build a sentence that makes sense.
Sequence: She → has → a → kite.
Help: Look for a capital to start, a complete idea, and a mark to end.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.sentence-4.v1
Build a sentence that makes sense.
Sequence: They → run → fast.
Help: Look for a capital to start, a complete idea, and a mark to end.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.sentence-5.v1
Build a sentence that makes sense.
Sequence: I → see → a → frog.
Help: Look for a capital to start, a complete idea, and a mark to end.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.sentence-6.v1
Build a sentence that makes sense.
Sequence: The → dog → is → small.
Help: Look for a capital to start, a complete idea, and a mark to end.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.sentence-7.v1
Build a sentence that makes sense.
Sequence: He → jumps → high.
Help: Look for a capital to start, a complete idea, and a mark to end.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.sentence-8.v1
Build a sentence that makes sense.
Sequence: We → play → and → laugh.
Help: Look for a capital to start, a complete idea, and a mark to end.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.sentence-9.v1
Which sentence tells a complete idea?
Choices: The bird sings. · The little bird · Under the tree
Answer: The bird sings.
Help: Say the sentence slowly. Think about the idea and the job of each word.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.grammar-0.v1
Which sentence begins with a capital?
Choices: We can hop. · we can hop. · we Can hop.
Answer: We can hop.
Help: Say the sentence slowly. Think about the idea and the job of each word.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.grammar-1.v1
Which mark ends a question?
Choices: ? · . · ,
Answer: ?
Help: Say the sentence slowly. Think about the idea and the job of each word.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.grammar-2.v1
Which word completes: She ___ a book?
Choices: reads · read · reading
Answer: reads
Help: Say the sentence slowly. Think about the idea and the job of each word.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.grammar-3.v1
Which word completes: They ___ outside?
Choices: play · plays · playing
Answer: play
Help: Say the sentence slowly. Think about the idea and the job of each word.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.grammar-4.v1
Which word describes a ball?
Choices: round · under · jump
Answer: round
Help: Say the sentence slowly. Think about the idea and the job of each word.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.grammar-5.v1
Which word joins: I sing ___ dance?
Choices: and · under · blue
Answer: and
Help: Say the sentence slowly. Think about the idea and the job of each word.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.grammar-6.v1
Which word fits: The cat is ___ the table?
Choices: under · happy · runs
Answer: under
Help: Say the sentence slowly. Think about the idea and the job of each word.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.grammar-7.v1
Which sentence tells about yesterday?
Choices: I walked home. · I will walk home. · I am walking home.
Answer: I walked home.
Help: Say the sentence slowly. Think about the idea and the job of each word.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.grammar-8.v1
Which sentence uses I correctly?
Choices: I can swim. · i can swim. · Can i swim.
Answer: I can swim.
Help: Say the sentence slowly. Think about the idea and the job of each word.
Pip’s example: Pip starts with a capital, tells a complete idea, and ends with a period.
independent-check · adaptive
g1.writing.grammar-9.v1

writing · Use spelling patterns (15 activities)

Idaho ELA/Literacy · January 3, 2022 · 1.GC-M.3

Coverage: partial. Adult observation needed; no automatic grade.

Listen, then write the word: cat.
Help: Say the word slowly. Write the sounds you hear. A grown-up can help you compare your spelling with the word.
Pip’s example: Pip hears sh, i, p and writes the letters for each sound.
adult-observation · adaptive
g1.writing.spell-cat.v1
Listen, then write the word: dog.
Help: Say the word slowly. Write the sounds you hear. A grown-up can help you compare your spelling with the word.
Pip’s example: Pip hears sh, i, p and writes the letters for each sound.
adult-observation · adaptive
g1.writing.spell-dog.v1
Listen, then write the word: fish.
Help: Say the word slowly. Write the sounds you hear. A grown-up can help you compare your spelling with the word.
Pip’s example: Pip hears sh, i, p and writes the letters for each sound.
adult-observation · adaptive
g1.writing.spell-fish.v1
Listen, then write the word: ship.
Help: Say the word slowly. Write the sounds you hear. A grown-up can help you compare your spelling with the word.
Pip’s example: Pip hears sh, i, p and writes the letters for each sound.
adult-observation · adaptive
g1.writing.spell-ship.v1
Listen, then write the word: chin.
Help: Say the word slowly. Write the sounds you hear. A grown-up can help you compare your spelling with the word.
Pip’s example: Pip hears sh, i, p and writes the letters for each sound.
adult-observation · adaptive
g1.writing.spell-chin.v1
Listen, then write the word: thin.
Help: Say the word slowly. Write the sounds you hear. A grown-up can help you compare your spelling with the word.
Pip’s example: Pip hears sh, i, p and writes the letters for each sound.
adult-observation · adaptive
g1.writing.spell-thin.v1
Listen, then write the word: cake.
Help: Say the word slowly. Write the sounds you hear. A grown-up can help you compare your spelling with the word.
Pip’s example: Pip hears sh, i, p and writes the letters for each sound.
adult-observation · adaptive
g1.writing.spell-cake.v1
Listen, then write the word: bike.
Help: Say the word slowly. Write the sounds you hear. A grown-up can help you compare your spelling with the word.
Pip’s example: Pip hears sh, i, p and writes the letters for each sound.
adult-observation · adaptive
g1.writing.spell-bike.v1
Listen, then write the word: rain.
Help: Say the word slowly. Write the sounds you hear. A grown-up can help you compare your spelling with the word.
Pip’s example: Pip hears sh, i, p and writes the letters for each sound.
adult-observation · adaptive
g1.writing.spell-rain.v1
Listen, then write the word: day.
Help: Say the word slowly. Write the sounds you hear. A grown-up can help you compare your spelling with the word.
Pip’s example: Pip hears sh, i, p and writes the letters for each sound.
adult-observation · adaptive
g1.writing.spell-day.v1
Listen, then write the word: seed.
Help: Say the word slowly. Write the sounds you hear. A grown-up can help you compare your spelling with the word.
Pip’s example: Pip hears sh, i, p and writes the letters for each sound.
adult-observation · adaptive
g1.writing.spell-seed.v1
Listen, then write the word: leaf.
Help: Say the word slowly. Write the sounds you hear. A grown-up can help you compare your spelling with the word.
Pip’s example: Pip hears sh, i, p and writes the letters for each sound.
adult-observation · adaptive
g1.writing.spell-leaf.v1
Listen, then write the word: boat.
Help: Say the word slowly. Write the sounds you hear. A grown-up can help you compare your spelling with the word.
Pip’s example: Pip hears sh, i, p and writes the letters for each sound.
adult-observation · adaptive
g1.writing.spell-boat.v1
Listen, then write the word: car.
Help: Say the word slowly. Write the sounds you hear. A grown-up can help you compare your spelling with the word.
Pip’s example: Pip hears sh, i, p and writes the letters for each sound.
adult-observation · adaptive
g1.writing.spell-car.v1
Listen, then write the word: sunset.
Help: Say the word slowly. Write the sounds you hear. A grown-up can help you compare your spelling with the word.
Pip’s example: Pip hears sh, i, p and writes the letters for each sound.
adult-observation · adaptive
g1.writing.spell-sunset.v1

writing · Create a short story (20 activities)

Idaho ELA/Literacy · January 3, 2022 · 1.W-RW.1

Coverage: partial. Adult observation needed; no automatic grade.

Make a story about a lost mitten.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-0.v1
Make a story about a windy picnic.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-1.v1
Make a story about a new puppy.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-2.v1
Make a story about a tiny seed.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-3.v1
Make a story about a surprise at the pond.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-4.v1
Make a story about a missing library book.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-5.v1
Make a story about a rainy walk.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-6.v1
Make a story about a friendly dragon.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-7.v1
Make a story about a toy that broke.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-8.v1
Make a story about a trip to the park.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-9.v1
Make a story about a helpful neighbor.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-10.v1
Make a story about a brave mouse.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-11.v1
Make a story about a snow day.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-12.v1
Make a story about a birthday card.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-13.v1
Make a story about a kite stuck in a tree.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-14.v1
Make a story about a quiet adventure.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-15.v1
Make a story about a garden visitor.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-16.v1
Make a story about a new friend.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-17.v1
Make a story about a pretend boat trip.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-18.v1
Make a story about a puzzle you solved.
Help: Draw or write a beginning, something that happens, and an ending. Tell your story to a grown-up. Ask them to write your words if you want.
Pip’s example: Pip draws a seed, a sprout, and a flower, then writes what happened.
adult-observation · adaptive
g1.writing.story-19.v1

writing · Express an opinion and a reason (15 activities)

Idaho ELA/Literacy · January 3, 2022 · 1.W-RW.1

Coverage: partial. Adult observation needed; no automatic grade.

Which would you choose: reading or drawing?
Help: Draw or write your choice. Add a reason with because. Different choices can both make sense.
Pip’s example: Pip says: I like the library because I can find new stories. Your idea may be different.
adult-observation · adaptive
g1.writing.opinion-0.v1
Which would you choose: a park or a library?
Help: Draw or write your choice. Add a reason with because. Different choices can both make sense.
Pip’s example: Pip says: I like the library because I can find new stories. Your idea may be different.
adult-observation · adaptive
g1.writing.opinion-1.v1
Which would you choose: a sunny day or a snowy day?
Help: Draw or write your choice. Add a reason with because. Different choices can both make sense.
Pip’s example: Pip says: I like the library because I can find new stories. Your idea may be different.
adult-observation · adaptive
g1.writing.opinion-2.v1
Which would you choose: apples or pears?
Help: Draw or write your choice. Add a reason with because. Different choices can both make sense.
Pip’s example: Pip says: I like the library because I can find new stories. Your idea may be different.
adult-observation · adaptive
g1.writing.opinion-3.v1
Which would you choose: painting or clay?
Help: Draw or write your choice. Add a reason with because. Different choices can both make sense.
Pip’s example: Pip says: I like the library because I can find new stories. Your idea may be different.
adult-observation · adaptive
g1.writing.opinion-4.v1
Which would you choose: a kite or a ball?
Help: Draw or write your choice. Add a reason with because. Different choices can both make sense.
Pip’s example: Pip says: I like the library because I can find new stories. Your idea may be different.
adult-observation · adaptive
g1.writing.opinion-5.v1
Which would you choose: a cat or a rabbit?
Help: Draw or write your choice. Add a reason with because. Different choices can both make sense.
Pip’s example: Pip says: I like the library because I can find new stories. Your idea may be different.
adult-observation · adaptive
g1.writing.opinion-6.v1
Which would you choose: a garden or a pond?
Help: Draw or write your choice. Add a reason with because. Different choices can both make sense.
Pip’s example: Pip says: I like the library because I can find new stories. Your idea may be different.
adult-observation · adaptive
g1.writing.opinion-7.v1
Which would you choose: singing or dancing?
Help: Draw or write your choice. Add a reason with because. Different choices can both make sense.
Pip’s example: Pip says: I like the library because I can find new stories. Your idea may be different.
adult-observation · adaptive
g1.writing.opinion-8.v1
Which would you choose: a tall tower or a long bridge?
Help: Draw or write your choice. Add a reason with because. Different choices can both make sense.
Pip’s example: Pip says: I like the library because I can find new stories. Your idea may be different.
adult-observation · adaptive
g1.writing.opinion-9.v1
Which would you choose: a bike ride or a walk?
Help: Draw or write your choice. Add a reason with because. Different choices can both make sense.
Pip’s example: Pip says: I like the library because I can find new stories. Your idea may be different.
adult-observation · adaptive
g1.writing.opinion-10.v1
Which would you choose: a funny story or a mystery?
Help: Draw or write your choice. Add a reason with because. Different choices can both make sense.
Pip’s example: Pip says: I like the library because I can find new stories. Your idea may be different.
adult-observation · adaptive
g1.writing.opinion-11.v1
Which would you choose: a red flower or a yellow flower?
Help: Draw or write your choice. Add a reason with because. Different choices can both make sense.
Pip’s example: Pip says: I like the library because I can find new stories. Your idea may be different.
adult-observation · adaptive
g1.writing.opinion-12.v1
Which would you choose: a puzzle or a building game?
Help: Draw or write your choice. Add a reason with because. Different choices can both make sense.
Pip’s example: Pip says: I like the library because I can find new stories. Your idea may be different.
adult-observation · adaptive
g1.writing.opinion-13.v1
Which would you choose: a picnic outside or a snack indoors?
Help: Draw or write your choice. Add a reason with because. Different choices can both make sense.
Pip’s example: Pip says: I like the library because I can find new stories. Your idea may be different.
adult-observation · adaptive
g1.writing.opinion-14.v1

writing · Write to explain or share facts (15 activities)

Idaho ELA/Literacy · January 3, 2022 · 1.W-RW.1; 1.RS-IP.1

Coverage: partial. Adult observation needed; no automatic grade.

Show what you notice about a leaf.
Help: Look at its edge, color, and lines. Draw, label, or write two observations. Tell a grown-up where you found each detail.
Pip’s example: Pip notices a leaf has lines, then draws and labels the lines to share that observation.
adult-observation · adaptive
g1.writing.explain-0.v1
Show what you notice about a rock.
Help: Look at its shape and surface. Draw, label, or write two observations. Tell a grown-up where you found each detail.
Pip’s example: Pip notices a leaf has lines, then draws and labels the lines to share that observation.
adult-observation · adaptive
g1.writing.explain-1.v1
Show what you notice about a safe household spoon.
Help: Notice its parts and what they do. Draw, label, or write two observations. Tell a grown-up where you found each detail.
Pip’s example: Pip notices a leaf has lines, then draws and labels the lines to share that observation.
adult-observation · adaptive
g1.writing.explain-2.v1
Show what you notice about a flower picture.
Help: Look at the stem, leaves, and petals. Draw, label, or write two observations. Tell a grown-up where you found each detail.
Pip’s example: Pip notices a leaf has lines, then draws and labels the lines to share that observation.
adult-observation · adaptive
g1.writing.explain-3.v1
Show what you notice about a book cover.
Help: Find the title and a picture detail. Draw, label, or write two observations. Tell a grown-up where you found each detail.
Pip’s example: Pip notices a leaf has lines, then draws and labels the lines to share that observation.
adult-observation · adaptive
g1.writing.explain-4.v1
Show what you notice about a toy vehicle.
Help: Notice the wheels and how it moves. Draw, label, or write two observations. Tell a grown-up where you found each detail.
Pip’s example: Pip notices a leaf has lines, then draws and labels the lines to share that observation.
adult-observation · adaptive
g1.writing.explain-5.v1
Show what you notice about a weather view from indoors.
Help: Notice clouds, light, or rain. Draw, label, or write two observations. Tell a grown-up where you found each detail.
Pip’s example: Pip notices a leaf has lines, then draws and labels the lines to share that observation.
adult-observation · adaptive
g1.writing.explain-6.v1
Show what you notice about a piece of fabric.
Help: Look at its pattern and texture. Draw, label, or write two observations. Tell a grown-up where you found each detail.
Pip’s example: Pip notices a leaf has lines, then draws and labels the lines to share that observation.
adult-observation · adaptive
g1.writing.explain-7.v1
Show what you notice about a bird picture.
Help: Notice its beak, wings, and feet. Draw, label, or write two observations. Tell a grown-up where you found each detail.
Pip’s example: Pip notices a leaf has lines, then draws and labels the lines to share that observation.
adult-observation · adaptive
g1.writing.explain-8.v1
Show what you notice about a pencil.
Help: Notice the parts used for writing. Draw, label, or write two observations. Tell a grown-up where you found each detail.
Pip’s example: Pip notices a leaf has lines, then draws and labels the lines to share that observation.
adult-observation · adaptive
g1.writing.explain-9.v1
Show what you notice about a map.
Help: Notice symbols and their key. Draw, label, or write two observations. Tell a grown-up where you found each detail.
Pip’s example: Pip notices a leaf has lines, then draws and labels the lines to share that observation.
adult-observation · adaptive
g1.writing.explain-10.v1
Show what you notice about a shell picture.
Help: Notice lines and curves. Draw, label, or write two observations. Tell a grown-up where you found each detail.
Pip’s example: Pip notices a leaf has lines, then draws and labels the lines to share that observation.
adult-observation · adaptive
g1.writing.explain-11.v1
Show what you notice about a fruit cut by a grown-up.
Help: Notice the outside and inside. Draw, label, or write two observations. Tell a grown-up where you found each detail.
Pip’s example: Pip notices a leaf has lines, then draws and labels the lines to share that observation.
adult-observation · adaptive
g1.writing.explain-12.v1
Show what you notice about a plant.
Help: Notice its stem and leaves. Draw, label, or write two observations. Tell a grown-up where you found each detail.
Pip’s example: Pip notices a leaf has lines, then draws and labels the lines to share that observation.
adult-observation · adaptive
g1.writing.explain-13.v1
Show what you notice about a building picture.
Help: Notice doors, windows, and the roof. Draw, label, or write two observations. Tell a grown-up where you found each detail.
Pip’s example: Pip notices a leaf has lines, then draws and labels the lines to share that observation.
adult-observation · adaptive
g1.writing.explain-14.v1

math · Count forward by one (8 activities)

Idaho Mathematics · January 3, 2022 · 1.NBT.A.1

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

What number comes after 9?
Answer: 10
Help: Count one more.
Pip’s example: Pip counts on one at a time. After 19 comes 20.
independent-check · adaptive
g1.math.after-9.v1
What number comes after 19?
Answer: 20
Help: Count one more.
Pip’s example: Pip counts on one at a time. After 19 comes 20.
independent-check · adaptive
g1.math.after-19.v1
What number comes after 29?
Answer: 30
Help: Count one more.
Pip’s example: Pip counts on one at a time. After 19 comes 20.
independent-check · adaptive
g1.math.after-29.v1
What number comes after 39?
Answer: 40
Help: Count one more.
Pip’s example: Pip counts on one at a time. After 19 comes 20.
independent-check · adaptive
g1.math.after-39.v1
What number comes after 59?
Answer: 60
Help: Count one more.
Pip’s example: Pip counts on one at a time. After 19 comes 20.
independent-check · adaptive
g1.math.after-59.v1
What number comes after 79?
Answer: 80
Help: Count one more.
Pip’s example: Pip counts on one at a time. After 19 comes 20.
independent-check · adaptive
g1.math.after-79.v1
What number comes after 99?
Answer: 100
Help: Count one more.
Pip’s example: Pip counts on one at a time. After 19 comes 20.
independent-check · adaptive
g1.math.after-99.v1
What number comes after 109?
Answer: 110
Help: Count one more.
Pip’s example: Pip counts on one at a time. After 19 comes 20.
independent-check · adaptive
g1.math.after-109.v1

math · Recognize tens in a two-digit number (6 activities)

Idaho Mathematics · January 3, 2022 · 1.NBT.B.2–3; 1.NBT.C.4–6

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

How many full tens are in 12?
Answer: 1
Help: Make groups of ten. Count the complete groups.
Pip’s example: Pip bundles ten ones into one ten. Two tens and three ones make 23.
independent-check · adaptive
g1.math.tens-12.v1
How many full tens are in 17?
Answer: 1
Help: Make groups of ten. Count the complete groups.
Pip’s example: Pip bundles ten ones into one ten. Two tens and three ones make 23.
independent-check · adaptive
g1.math.tens-17.v1
How many full tens are in 24?
Answer: 2
Help: Make groups of ten. Count the complete groups.
Pip’s example: Pip bundles ten ones into one ten. Two tens and three ones make 23.
independent-check · adaptive
g1.math.tens-24.v1
How many full tens are in 36?
Answer: 3
Help: Make groups of ten. Count the complete groups.
Pip’s example: Pip bundles ten ones into one ten. Two tens and three ones make 23.
independent-check · adaptive
g1.math.tens-36.v1
How many full tens are in 45?
Answer: 4
Help: Make groups of ten. Count the complete groups.
Pip’s example: Pip bundles ten ones into one ten. Two tens and three ones make 23.
independent-check · adaptive
g1.math.tens-45.v1
How many full tens are in 58?
Answer: 5
Help: Make groups of ten. Count the complete groups.
Pip’s example: Pip bundles ten ones into one ten. Two tens and three ones make 23.
independent-check · adaptive
g1.math.tens-58.v1

math · Model joining and separating with ten frames (10 activities)

Idaho Mathematics · January 3, 2022 · 1.OA.A.1–2; 1.OA.B.3–4; 1.OA.C.5–6

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

There are 6 birds in a tree. 3 more birds arrive. How many birds are there now?
Help: Start with 6. Count on 3 more, one counter at a time. Each full frame holds ten.
Pip’s example: Pip moves four counters beside six counters. Together they make ten.
supported-performance · model-visible
g1.math.number-bridge-0.v1
Pip has 8 berries. Robin brings 4 more. How many berries do they have altogether?
Help: Start with 8. Add 2 to fill the first ten frame. Then add the other 2. A full frame holds ten. Count on to find the total.
Pip’s example: Pip moves four counters beside six counters. Together they make ten.
supported-performance · model-visible
g1.math.number-bridge-1.v1
A train has 9 blocks. Pip adds 5 more blocks. How many blocks are in the train now?
Help: Start with 9. Add 1 to fill the first ten frame. Then add the other 4. A full frame holds ten. Count on to find the total.
Pip’s example: Pip moves four counters beside six counters. Together they make ten.
supported-performance · model-visible
g1.math.number-bridge-2.v1
There are 7 flowers in one pot and 8 in another. How many flowers are there altogether?
Help: Start with 7. Add 3 to fill the first ten frame. Then add the other 5. A full frame holds ten. Count on to find the total.
Pip’s example: Pip moves four counters beside six counters. Together they make ten.
supported-performance · model-visible
g1.math.number-bridge-3.v1
There are 11 books on a shelf. Pip adds 6 more books. How many books are on the shelf now?
Help: Start with 11. Count on 6 more, one counter at a time. Each full frame holds ten.
Pip’s example: Pip moves four counters beside six counters. Together they make ten.
supported-performance · model-visible
g1.math.number-bridge-4.v1
There are 9 birds in a tree. 4 birds fly away. How many birds are left?
Help: Start with 9. Take away 4 counters. A crossed-out counter has been taken away. Count only the counters that are left.
Pip’s example: Pip moves four counters beside six counters. Together they make ten.
supported-performance · model-visible
g1.math.number-bridge-5.v1
Pip has 12 berries and gives 5 to Robin. How many berries does Pip have left?
Help: Start with 12. You can take away 2 to get to ten, then take away 3 more. Count the counters that are left.
Pip’s example: Pip moves four counters beside six counters. Together they make ten.
supported-performance · model-visible
g1.math.number-bridge-6.v1
Pip has 14 blocks. Pip uses 6 to build a bridge. How many blocks are left to use?
Help: Start with 14. You can take away 4 to get to ten, then take away 2 more. Count the counters that are left.
Pip’s example: Pip moves four counters beside six counters. Together they make ten.
supported-performance · model-visible
g1.math.number-bridge-7.v1
There are 16 flowers. Pip gives 7 to a friend. How many flowers are left?
Help: Start with 16. You can take away 6 to get to ten, then take away 1 more. Count the counters that are left.
Pip’s example: Pip moves four counters beside six counters. Together they make ten.
supported-performance · model-visible
g1.math.number-bridge-8.v1
There are 18 books on a shelf. Children borrow 6 books. How many books are left on the shelf?
Help: Start with 18. Take away 6 counters. A crossed-out counter has been taken away. Count only the counters that are left.
Pip’s example: Pip moves four counters beside six counters. Together they make ten.
supported-performance · model-visible
g1.math.number-bridge-9.v1

math · Find an unknown in an equation (5 activities)

Idaho Mathematics · January 3, 2022 · 1.OA.D.7–8

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

2 + □ = 7. What goes in the box?
Answer: 5
Help: Both sides of the equals sign must have the same value.
Pip’s example: Pip starts at three and counts two more to reach five. The missing number is two.
independent-check · adaptive
g1.math.equation-0.v1
3 + □ = 8. What goes in the box?
Answer: 5
Help: Both sides of the equals sign must have the same value.
Pip’s example: Pip starts at three and counts two more to reach five. The missing number is two.
independent-check · adaptive
g1.math.equation-1.v1
4 + □ = 9. What goes in the box?
Answer: 5
Help: Both sides of the equals sign must have the same value.
Pip’s example: Pip starts at three and counts two more to reach five. The missing number is two.
independent-check · adaptive
g1.math.equation-2.v1
5 + □ = 10. What goes in the box?
Answer: 5
Help: Both sides of the equals sign must have the same value.
Pip’s example: Pip starts at three and counts two more to reach five. The missing number is two.
independent-check · adaptive
g1.math.equation-3.v1
6 + □ = 11. What goes in the box?
Answer: 5
Help: Both sides of the equals sign must have the same value.
Pip’s example: Pip starts at three and counts two more to reach five. The missing number is two.
independent-check · adaptive
g1.math.equation-4.v1

math · Compare and measure lengths (10 activities)

Idaho Mathematics · January 3, 2022 · 1.MD.A.1–2

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

How many equal units long is the ribbon?
Answer: 3
Help: Count the equal units from one end to the other, with no gaps.
Pip’s example: Pip lines up equal blocks with no gaps. Three blocks measure a length of three units.
independent-check · adaptive
g1.math.units-0.v1
How many equal units long is the ribbon?
Answer: 4
Help: Count the equal units from one end to the other, with no gaps.
Pip’s example: Pip lines up equal blocks with no gaps. Three blocks measure a length of three units.
independent-check · adaptive
g1.math.units-1.v1
How many equal units long is the ribbon?
Answer: 5
Help: Count the equal units from one end to the other, with no gaps.
Pip’s example: Pip lines up equal blocks with no gaps. Three blocks measure a length of three units.
independent-check · adaptive
g1.math.units-2.v1
How many equal units long is the ribbon?
Answer: 6
Help: Count the equal units from one end to the other, with no gaps.
Pip’s example: Pip lines up equal blocks with no gaps. Three blocks measure a length of three units.
independent-check · adaptive
g1.math.units-3.v1
How many equal units long is the ribbon?
Answer: 7
Help: Count the equal units from one end to the other, with no gaps.
Pip’s example: Pip lines up equal blocks with no gaps. Three blocks measure a length of three units.
independent-check · adaptive
g1.math.units-4.v1
Measure a spoon with equal-size blocks.
Help: With a grown-up, line up equal blocks without gaps or overlaps. Compare with another object. Explain which is longer.
Pip’s example: Pip lines up equal blocks with no gaps. Three blocks measure a length of three units.
adult-observation · adaptive
g1.math.physical-0.v1
Measure a pencil with equal-size blocks.
Help: With a grown-up, line up equal blocks without gaps or overlaps. Compare with another object. Explain which is longer.
Pip’s example: Pip lines up equal blocks with no gaps. Three blocks measure a length of three units.
adult-observation · adaptive
g1.math.physical-1.v1
Measure a book with equal-size blocks.
Help: With a grown-up, line up equal blocks without gaps or overlaps. Compare with another object. Explain which is longer.
Pip’s example: Pip lines up equal blocks with no gaps. Three blocks measure a length of three units.
adult-observation · adaptive
g1.math.physical-2.v1
Measure a toy with equal-size blocks.
Help: With a grown-up, line up equal blocks without gaps or overlaps. Compare with another object. Explain which is longer.
Pip’s example: Pip lines up equal blocks with no gaps. Three blocks measure a length of three units.
adult-observation · adaptive
g1.math.physical-3.v1
Measure a leaf with equal-size blocks.
Help: With a grown-up, line up equal blocks without gaps or overlaps. Compare with another object. Explain which is longer.
Pip’s example: Pip lines up equal blocks with no gaps. Three blocks measure a length of three units.
adult-observation · adaptive
g1.math.physical-4.v1

math · Read hours and half-hours (5 activities)

Idaho Mathematics · January 3, 2022 · 1.MD.B.3

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

What time does this clock show?
Choices: 2:00 · 3:00 · 2:30
Answer: 2:00
Help: The long hand shows minutes. At half past, the short hand is halfway to the next hour.
Pip’s example: At three o’clock the long hand points to 12 and the short hand to 3.
independent-check · adaptive
g1.math.clock-2-0.v1
What time does this clock show?
Choices: 5:00 · 6:00 · 5:30
Answer: 5:00
Help: The long hand shows minutes. At half past, the short hand is halfway to the next hour.
Pip’s example: At three o’clock the long hand points to 12 and the short hand to 3.
independent-check · adaptive
g1.math.clock-5-0.v1
What time does this clock show?
Choices: 8:30 · 9:30 · 8:00
Answer: 8:30
Help: The long hand shows minutes. At half past, the short hand is halfway to the next hour.
Pip’s example: At three o’clock the long hand points to 12 and the short hand to 3.
independent-check · adaptive
g1.math.clock-8-30.v1
What time does this clock show?
Choices: 10:30 · 11:30 · 10:00
Answer: 10:30
Help: The long hand shows minutes. At half past, the short hand is halfway to the next hour.
Pip’s example: At three o’clock the long hand points to 12 and the short hand to 3.
independent-check · adaptive
g1.math.clock-10-30.v1
What time does this clock show?
Choices: 12:00 · 1:00 · 12:30
Answer: 12:00
Help: The long hand shows minutes. At half past, the short hand is halfway to the next hour.
Pip’s example: At three o’clock the long hand points to 12 and the short hand to 3.
independent-check · adaptive
g1.math.clock-12-0.v1

math · Relate coins to pennies (5 activities)

Idaho Mathematics · January 3, 2022 · 1.MD.D.5

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

How many pennies have the same value as nickel?
Answer: 5
Help: One nickel is five pennies. One dime is ten. One quarter is twenty-five.
Pip’s example: Pip trades five pennies for one nickel. The value stays the same.
independent-check · adaptive
g1.math.coin-0.v1
How many pennies have the same value as dime?
Answer: 10
Help: One nickel is five pennies. One dime is ten. One quarter is twenty-five.
Pip’s example: Pip trades five pennies for one nickel. The value stays the same.
independent-check · adaptive
g1.math.coin-1.v1
How many pennies have the same value as quarter?
Answer: 25
Help: One nickel is five pennies. One dime is ten. One quarter is twenty-five.
Pip’s example: Pip trades five pennies for one nickel. The value stays the same.
independent-check · adaptive
g1.math.coin-2.v1
How many pennies have the same value as two nickels?
Answer: 10
Help: One nickel is five pennies. One dime is ten. One quarter is twenty-five.
Pip’s example: Pip trades five pennies for one nickel. The value stays the same.
independent-check · adaptive
g1.math.coin-3.v1
How many pennies have the same value as two dimes?
Answer: 20
Help: One nickel is five pennies. One dime is ten. One quarter is twenty-five.
Pip’s example: Pip trades five pennies for one nickel. The value stays the same.
independent-check · adaptive
g1.math.coin-4.v1

math · Compare three-category data (5 activities)

Idaho Mathematics · January 3, 2022 · 1.MD.C.4

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

Fruit votes: apples 3, pears 1, bananas 2. How many more apple votes than pear votes?
Answer: 2
Help: Compare the two groups. Match pairs and count the extra votes.
Pip’s example: Pip counts two apple votes and one pear vote. Apples have one more vote.
independent-check · adaptive
g1.math.votes-0.v1
Fruit votes: apples 4, pears 2, bananas 2. How many more apple votes than pear votes?
Answer: 2
Help: Compare the two groups. Match pairs and count the extra votes.
Pip’s example: Pip counts two apple votes and one pear vote. Apples have one more vote.
independent-check · adaptive
g1.math.votes-1.v1
Fruit votes: apples 5, pears 3, bananas 2. How many more apple votes than pear votes?
Answer: 2
Help: Compare the two groups. Match pairs and count the extra votes.
Pip’s example: Pip counts two apple votes and one pear vote. Apples have one more vote.
independent-check · adaptive
g1.math.votes-2.v1
Fruit votes: apples 6, pears 4, bananas 2. How many more apple votes than pear votes?
Answer: 2
Help: Compare the two groups. Match pairs and count the extra votes.
Pip’s example: Pip counts two apple votes and one pear vote. Apples have one more vote.
independent-check · adaptive
g1.math.votes-3.v1
Fruit votes: apples 7, pears 5, bananas 2. How many more apple votes than pear votes?
Answer: 2
Help: Compare the two groups. Match pairs and count the extra votes.
Pip’s example: Pip counts two apple votes and one pear vote. Apples have one more vote.
independent-check · adaptive
g1.math.votes-4.v1

math · Recognize shape attributes (7 activities)

Idaho Mathematics · January 3, 2022 · 1.G.A.1–3

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

How many straight sides does a triangle have?
Choices: 3 · 4 · 5
Answer: 3
Help: Think about the shape’s sides, corners, or equal shares. Size and color do not change the shape’s name.
Pip’s example: A triangle has three straight sides. Turning it does not change how many sides it has.
independent-check · adaptive
g1.math.shape-0.v1
How many corners does a rectangle have?
Choices: 4 · 3 · 0
Answer: 4
Help: Think about the shape’s sides, corners, or equal shares. Size and color do not change the shape’s name.
Pip’s example: A triangle has three straight sides. Turning it does not change how many sides it has.
independent-check · adaptive
g1.math.shape-1.v1
Which shape has no corners?
Choices: Circle · Triangle · Square
Answer: Circle
Help: Think about the shape’s sides, corners, or equal shares. Size and color do not change the shape’s name.
Pip’s example: A triangle has three straight sides. Turning it does not change how many sides it has.
independent-check · adaptive
g1.math.shape-2.v1
Which solid has six square faces?
Choices: Cube · Sphere · Cone
Answer: Cube
Help: Think about the shape’s sides, corners, or equal shares. Size and color do not change the shape’s name.
Pip’s example: A triangle has three straight sides. Turning it does not change how many sides it has.
independent-check · adaptive
g1.math.shape-3.v1
Which solid can look like a ball?
Choices: Sphere · Cube · Cylinder
Answer: Sphere
Help: Think about the shape’s sides, corners, or equal shares. Size and color do not change the shape’s name.
Pip’s example: A triangle has three straight sides. Turning it does not change how many sides it has.
independent-check · adaptive
g1.math.shape-4.v1
A rectangle is turned sideways. Is it still a rectangle?
Choices: Yes · No · Only if it is blue
Answer: Yes
Help: Think about the shape’s sides, corners, or equal shares. Size and color do not change the shape’s name.
Pip’s example: A triangle has three straight sides. Turning it does not change how many sides it has.
independent-check · adaptive
g1.math.shape-8.v1
A large and small triangle both have how many sides?
Choices: 3 · 4 · 6
Answer: 3
Help: Think about the shape’s sides, corners, or equal shares. Size and color do not change the shape’s name.
Pip’s example: A triangle has three straight sides. Turning it does not change how many sides it has.
independent-check · adaptive
g1.math.shape-9.v1

math · Count backward by one (4 activities)

Idaho Mathematics · January 3, 2022 · 1.NBT.A.1

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

What number comes just before 20?
Answer: 19
Help: Count backward one step.
Pip’s example: Pip goes back one step from twenty to nineteen.
independent-check · adaptive
g1.math.before-20.v1
What number comes just before 60?
Answer: 59
Help: Count backward one step.
Pip’s example: Pip goes back one step from twenty to nineteen.
independent-check · adaptive
g1.math.before-60.v1
What number comes just before 100?
Answer: 99
Help: Count backward one step.
Pip’s example: Pip goes back one step from twenty to nineteen.
independent-check · adaptive
g1.math.before-100.v1
What number comes just before 120?
Answer: 119
Help: Count backward one step.
Pip’s example: Pip goes back one step from twenty to nineteen.
independent-check · adaptive
g1.math.before-120.v1

math · Find ten more or ten less (8 activities)

Idaho Mathematics · January 3, 2022 · 1.NBT.C.5

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

What is ten more than 23?
Answer: 33
Help: Add one ten. The ones stay the same.
Pip’s example: Pip adds one ten to thirty-four. The ones stay four.
independent-check · adaptive
g1.math.more-23.v1
What is ten more than 41?
Answer: 51
Help: Add one ten. The ones stay the same.
Pip’s example: Pip adds one ten to thirty-four. The ones stay four.
independent-check · adaptive
g1.math.more-41.v1
What is ten more than 65?
Answer: 75
Help: Add one ten. The ones stay the same.
Pip’s example: Pip adds one ten to thirty-four. The ones stay four.
independent-check · adaptive
g1.math.more-65.v1
What is ten more than 72?
Answer: 82
Help: Add one ten. The ones stay the same.
Pip’s example: Pip adds one ten to thirty-four. The ones stay four.
independent-check · adaptive
g1.math.more-72.v1
What is ten less than 30?
Answer: 20
Help: Take away one ten.
Pip’s example: Pip adds one ten to thirty-four. The ones stay four.
independent-check · adaptive
g1.math.less-30.v1
What is ten less than 50?
Answer: 40
Help: Take away one ten.
Pip’s example: Pip adds one ten to thirty-four. The ones stay four.
independent-check · adaptive
g1.math.less-50.v1
What is ten less than 70?
Answer: 60
Help: Take away one ten.
Pip’s example: Pip adds one ten to thirty-four. The ones stay four.
independent-check · adaptive
g1.math.less-70.v1
What is ten less than 90?
Answer: 80
Help: Take away one ten.
Pip’s example: Pip adds one ten to thirty-four. The ones stay four.
independent-check · adaptive
g1.math.less-90.v1

math · Add ones to a two-digit number (4 activities)

Idaho Mathematics · January 3, 2022 · 1.NBT.C.4

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

What is 22 + 3?
Answer: 25
Help: Keep the tens, then add three ones. You may need to bundle a new ten.
Pip’s example: Pip keeps two tens and adds three to the four ones.
independent-check · adaptive
g1.math.add-22.v1
What is 34 + 3?
Answer: 37
Help: Keep the tens, then add three ones. You may need to bundle a new ten.
Pip’s example: Pip keeps two tens and adds three to the four ones.
independent-check · adaptive
g1.math.add-34.v1
What is 46 + 3?
Answer: 49
Help: Keep the tens, then add three ones. You may need to bundle a new ten.
Pip’s example: Pip keeps two tens and adds three to the four ones.
independent-check · adaptive
g1.math.add-46.v1
What is 58 + 3?
Answer: 61
Help: Keep the tens, then add three ones. You may need to bundle a new ten.
Pip’s example: Pip keeps two tens and adds three to the four ones.
independent-check · adaptive
g1.math.add-58.v1

math · Find how many joined a group (5 activities)

Idaho Mathematics · January 3, 2022 · 1.OA.A.1

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

Pip has 3 shells. A friend brings more. Now there are 5 shells. How many did the friend bring?
Answer: 2
Help: Start with the first group. Count on until you reach the total.
Pip’s example: Pip counts from three to seven. Four objects joined the group.
independent-check · adaptive
g1.math.missing-story-0.v1
Pip has 4 shells. A friend brings more. Now there are 7 shells. How many did the friend bring?
Answer: 3
Help: Start with the first group. Count on until you reach the total.
Pip’s example: Pip counts from three to seven. Four objects joined the group.
independent-check · adaptive
g1.math.missing-story-1.v1
Pip has 5 shells. A friend brings more. Now there are 9 shells. How many did the friend bring?
Answer: 4
Help: Start with the first group. Count on until you reach the total.
Pip’s example: Pip counts from three to seven. Four objects joined the group.
independent-check · adaptive
g1.math.missing-story-2.v1
Pip has 6 shells. A friend brings more. Now there are 11 shells. How many did the friend bring?
Answer: 5
Help: Start with the first group. Count on until you reach the total.
Pip’s example: Pip counts from three to seven. Four objects joined the group.
independent-check · adaptive
g1.math.missing-story-3.v1
Pip has 7 shells. A friend brings more. Now there are 13 shells. How many did the friend bring?
Answer: 6
Help: Start with the first group. Count on until you reach the total.
Pip’s example: Pip counts from three to seven. Four objects joined the group.
independent-check · adaptive
g1.math.missing-story-4.v1

math · Find a difference between groups (5 activities)

Idaho Mathematics · January 3, 2022 · 1.OA.A.1

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

One basket has 5 apples. Another has 3. How many more apples are in the first basket?
Answer: 2
Help: Match one apple from each basket. Count the extras.
Pip’s example: Pip pairs four objects from each group. Three are left over in the larger group.
independent-check · adaptive
g1.math.compare-story-0.v1
One basket has 7 apples. Another has 4. How many more apples are in the first basket?
Answer: 3
Help: Match one apple from each basket. Count the extras.
Pip’s example: Pip pairs four objects from each group. Three are left over in the larger group.
independent-check · adaptive
g1.math.compare-story-1.v1
One basket has 9 apples. Another has 5. How many more apples are in the first basket?
Answer: 4
Help: Match one apple from each basket. Count the extras.
Pip’s example: Pip pairs four objects from each group. Three are left over in the larger group.
independent-check · adaptive
g1.math.compare-story-2.v1
One basket has 11 apples. Another has 6. How many more apples are in the first basket?
Answer: 5
Help: Match one apple from each basket. Count the extras.
Pip’s example: Pip pairs four objects from each group. Three are left over in the larger group.
independent-check · adaptive
g1.math.compare-story-3.v1
One basket has 13 apples. Another has 7. How many more apples are in the first basket?
Answer: 6
Help: Match one apple from each basket. Count the extras.
Pip’s example: Pip pairs four objects from each group. Three are left over in the larger group.
independent-check · adaptive
g1.math.compare-story-4.v1

math · Add three groups within 20 (5 activities)

Idaho Mathematics · January 3, 2022 · 1.OA.A.2

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

Join 2, 3, and 4 blocks. How many blocks altogether?
Answer: 9
Help: Join two groups, then add the third group.
Pip’s example: Pip joins two and three to make five, then adds four to make nine.
independent-check · adaptive
g1.math.three-groups-0.v1
Join 3, 3, and 4 blocks. How many blocks altogether?
Answer: 10
Help: Join two groups, then add the third group.
Pip’s example: Pip joins two and three to make five, then adds four to make nine.
independent-check · adaptive
g1.math.three-groups-1.v1
Join 4, 3, and 4 blocks. How many blocks altogether?
Answer: 11
Help: Join two groups, then add the third group.
Pip’s example: Pip joins two and three to make five, then adds four to make nine.
independent-check · adaptive
g1.math.three-groups-2.v1
Join 5, 3, and 4 blocks. How many blocks altogether?
Answer: 12
Help: Join two groups, then add the third group.
Pip’s example: Pip joins two and three to make five, then adds four to make nine.
independent-check · adaptive
g1.math.three-groups-3.v1
Join 6, 3, and 4 blocks. How many blocks altogether?
Answer: 13
Help: Join two groups, then add the third group.
Pip’s example: Pip joins two and three to make five, then adds four to make nine.
independent-check · adaptive
g1.math.three-groups-4.v1

math · Find the starting amount in subtraction (5 activities)

Idaho Mathematics · January 3, 2022 · 1.OA.D.8

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

□ − 3 = 4. What goes in the box?
Answer: 7
Help: Both sides of the equals sign must have the same value.
Pip’s example: Pip puts the two taken objects back with the five left. The start was seven.
independent-check · adaptive
g1.math.equation-5.v1
□ − 4 = 4. What goes in the box?
Answer: 8
Help: Both sides of the equals sign must have the same value.
Pip’s example: Pip puts the two taken objects back with the five left. The start was seven.
independent-check · adaptive
g1.math.equation-6.v1
□ − 5 = 4. What goes in the box?
Answer: 9
Help: Both sides of the equals sign must have the same value.
Pip’s example: Pip puts the two taken objects back with the five left. The start was seven.
independent-check · adaptive
g1.math.equation-7.v1
□ − 6 = 4. What goes in the box?
Answer: 10
Help: Both sides of the equals sign must have the same value.
Pip’s example: Pip puts the two taken objects back with the five left. The start was seven.
independent-check · adaptive
g1.math.equation-8.v1
□ − 7 = 4. What goes in the box?
Answer: 11
Help: Both sides of the equals sign must have the same value.
Pip’s example: Pip puts the two taken objects back with the five left. The start was seven.
independent-check · adaptive
g1.math.equation-9.v1

math · Recognize equal halves and fourths (3 activities)

Idaho Mathematics · January 3, 2022 · 1.G.A.3

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

A circle has two equal shares. What is each share called?
Choices: One half · One fourth · A whole
Answer: One half
Help: Think about the shape’s sides, corners, or equal shares. Size and color do not change the shape’s name.
Pip’s example: Pip splits a rectangle into two equal shares. Each is one half.
independent-check · adaptive
g1.math.shape-5.v1
A rectangle has four equal shares. What is each share called?
Choices: One fourth · One half · Two wholes
Answer: One fourth
Help: Think about the shape’s sides, corners, or equal shares. Size and color do not change the shape’s name.
Pip’s example: Pip splits a rectangle into two equal shares. Each is one half.
independent-check · adaptive
g1.math.shape-6.v1
Which makes two halves?
Choices: Two equal shares · Two unequal shares · Four equal shares
Answer: Two equal shares
Help: Think about the shape’s sides, corners, or equal shares. Size and color do not change the shape’s name.
Pip’s example: Pip splits a rectangle into two equal shares. Each is one half.
independent-check · adaptive
g1.math.shape-7.v1

science · Interpret sound and vibration observations (15 activities)

Idaho Science · January 3, 2022 · 1-PS-1.1

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

What does this observation about a drum suggest?
A drum skin moves back and forth when tapped.
Choices: The skin vibrates. · Sound is always silent. · Only bright things make sound.
Answer: The skin vibrates.
Help: Use the observed movement and sound as evidence.
Pip’s example: Pip gently hums and feels a vibration at the throat. Pip stops humming and compares.
independent-check · adaptive
g1.science.sound-evidence-drum.v1
Explain the drum observation.
Help: A drum skin moves back and forth when tapped. Tell a grown-up what moved and what was heard. What would you like to test next?
Pip’s example: Pip gently hums and feels a vibration at the throat. Pip stops humming and compares.
adult-observation · adaptive
g1.science.sound-explain-drum.v1
Compare gentle humming and silence.
Help: Keep sounds comfortable. Notice what moves, what you hear, and what changes when movement stops.
Pip’s example: Pip gently hums and feels a vibration at the throat. Pip stops humming and compares.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.sound-test-drum.v1
What does this observation about a ruler suggest?
A ruler held safely at a table edge makes a sound when its free end wiggles.
Choices: The ruler vibrates. · Sound is always silent. · Only bright things make sound.
Answer: The ruler vibrates.
Help: Use the observed movement and sound as evidence.
Pip’s example: Pip gently hums and feels a vibration at the throat. Pip stops humming and compares.
independent-check · adaptive
g1.science.sound-evidence-ruler.v1
Explain the ruler observation.
Help: A ruler held safely at a table edge makes a sound when its free end wiggles. Tell a grown-up what moved and what was heard. What would you like to test next?
Pip’s example: Pip gently hums and feels a vibration at the throat. Pip stops humming and compares.
adult-observation · adaptive
g1.science.sound-explain-ruler.v1
Compare tapping and resting a covered empty container.
Help: Keep sounds comfortable. Notice what moves, what you hear, and what changes when movement stops.
Pip’s example: Pip gently hums and feels a vibration at the throat. Pip stops humming and compares.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.sound-test-ruler.v1
What does this observation about a voice suggest?
A singer feels a gentle buzzing at the throat while humming.
Choices: The throat vibrates. · Sound is always silent. · Only bright things make sound.
Answer: The throat vibrates.
Help: Use the observed movement and sound as evidence.
Pip’s example: Pip gently hums and feels a vibration at the throat. Pip stops humming and compares.
independent-check · adaptive
g1.science.sound-evidence-voice.v1
Explain the voice observation.
Help: A singer feels a gentle buzzing at the throat while humming. Tell a grown-up what moved and what was heard. What would you like to test next?
Pip’s example: Pip gently hums and feels a vibration at the throat. Pip stops humming and compares.
adult-observation · adaptive
g1.science.sound-explain-voice.v1
Compare a quiet clap with hands resting.
Help: Keep sounds comfortable. Notice what moves, what you hear, and what changes when movement stops.
Pip’s example: Pip gently hums and feels a vibration at the throat. Pip stops humming and compares.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.sound-test-voice.v1
What does this observation about a speaker suggest?
A paper piece near a speaker moves as music plays.
Choices: The sound can make something move. · Sound is always silent. · Only bright things make sound.
Answer: The sound can make something move.
Help: Use the observed movement and sound as evidence.
Pip’s example: Pip gently hums and feels a vibration at the throat. Pip stops humming and compares.
independent-check · adaptive
g1.science.sound-evidence-speaker.v1
Explain the speaker observation.
Help: A paper piece near a speaker moves as music plays. Tell a grown-up what moved and what was heard. What would you like to test next?
Pip’s example: Pip gently hums and feels a vibration at the throat. Pip stops humming and compares.
adult-observation · adaptive
g1.science.sound-explain-speaker.v1
Listen to a grown-up pluck a safe string instrument.
Help: Keep sounds comfortable. Notice what moves, what you hear, and what changes when movement stops.
Pip’s example: Pip gently hums and feels a vibration at the throat. Pip stops humming and compares.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.sound-test-speaker.v1
What does this observation about a bell suggest?
A ringing bell becomes quiet when a grown-up gently stops its movement.
Choices: Stopping vibrations can stop the sound. · Sound is always silent. · Only bright things make sound.
Answer: Stopping vibrations can stop the sound.
Help: Use the observed movement and sound as evidence.
Pip’s example: Pip gently hums and feels a vibration at the throat. Pip stops humming and compares.
independent-check · adaptive
g1.science.sound-evidence-bell.v1
Explain the bell observation.
Help: A ringing bell becomes quiet when a grown-up gently stops its movement. Tell a grown-up what moved and what was heard. What would you like to test next?
Pip’s example: Pip gently hums and feels a vibration at the throat. Pip stops humming and compares.
adult-observation · adaptive
g1.science.sound-explain-bell.v1
Compare a gentle tap on a table with a tap on a cushion.
Help: Keep sounds comfortable. Notice what moves, what you hear, and what changes when movement stops.
Pip’s example: Pip gently hums and feels a vibration at the throat. Pip stops humming and compares.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.sound-test-bell.v1

science · Interpret light and material observations (20 activities)

Idaho Science · January 3, 2022 · 1-PS-1.2–3

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

Pip tests clear plastic. What does the observation show?
Pip puts clear plastic between a flashlight and a wall. Much light passes through.
Choices: Much light passes through. · The light makes the material grow. · The material makes the flashlight disappear.
Answer: Much light passes through.
Help: Use the result from this test; different materials can let different amounts of light through.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
independent-check · adaptive
g1.science.light-data-0.v1
Explore light with clear plastic.
Help: Ask a grown-up to hold a flashlight toward a wall, never eyes. Predict what will happen when the material enters the path. Compare with an empty path.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.light-test-0.v1
Pip tests cardboard. What does the observation show?
Pip puts cardboard between a flashlight and a wall. Most light is blocked.
Choices: Most light is blocked. · The light makes the material grow. · The material makes the flashlight disappear.
Answer: Most light is blocked.
Help: Use the result from this test; different materials can let different amounts of light through.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
independent-check · adaptive
g1.science.light-data-1.v1
Explore light with cardboard.
Help: Ask a grown-up to hold a flashlight toward a wall, never eyes. Predict what will happen when the material enters the path. Compare with an empty path.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.light-test-1.v1
Pip tests wax paper. What does the observation show?
Pip puts wax paper between a flashlight and a wall. Some light passes through, but details blur.
Choices: Some light passes through, but details blur. · The light makes the material grow. · The material makes the flashlight disappear.
Answer: Some light passes through, but details blur.
Help: Use the result from this test; different materials can let different amounts of light through.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
independent-check · adaptive
g1.science.light-data-2.v1
Explore light with wax paper.
Help: Ask a grown-up to hold a flashlight toward a wall, never eyes. Predict what will happen when the material enters the path. Compare with an empty path.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.light-test-2.v1
Pip tests a wooden board. What does the observation show?
Pip puts a wooden board between a flashlight and a wall. Most light is blocked.
Choices: Most light is blocked. · The light makes the material grow. · The material makes the flashlight disappear.
Answer: Most light is blocked.
Help: Use the result from this test; different materials can let different amounts of light through.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
independent-check · adaptive
g1.science.light-data-3.v1
Explore light with a wooden board.
Help: Ask a grown-up to hold a flashlight toward a wall, never eyes. Predict what will happen when the material enters the path. Compare with an empty path.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.light-test-3.v1
Pip tests a clear glass held by an adult. What does the observation show?
Pip puts a clear glass held by an adult between a flashlight and a wall. Much light passes through.
Choices: Much light passes through. · The light makes the material grow. · The material makes the flashlight disappear.
Answer: Much light passes through.
Help: Use the result from this test; different materials can let different amounts of light through.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
independent-check · adaptive
g1.science.light-data-4.v1
Explore light with a clear glass held by an adult.
Help: Ask a grown-up to hold a flashlight toward a wall, never eyes. Predict what will happen when the material enters the path. Compare with an empty path.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.light-test-4.v1
Pip tests thin white tissue. What does the observation show?
Pip puts thin white tissue between a flashlight and a wall. Some light passes through.
Choices: Some light passes through. · The light makes the material grow. · The material makes the flashlight disappear.
Answer: Some light passes through.
Help: Use the result from this test; different materials can let different amounts of light through.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
independent-check · adaptive
g1.science.light-data-5.v1
Explore light with thin white tissue.
Help: Ask a grown-up to hold a flashlight toward a wall, never eyes. Predict what will happen when the material enters the path. Compare with an empty path.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.light-test-5.v1
Pip tests a metal tray. What does the observation show?
Pip puts a metal tray between a flashlight and a wall. Most light is blocked.
Choices: Most light is blocked. · The light makes the material grow. · The material makes the flashlight disappear.
Answer: Most light is blocked.
Help: Use the result from this test; different materials can let different amounts of light through.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
independent-check · adaptive
g1.science.light-data-6.v1
Explore light with a metal tray.
Help: Ask a grown-up to hold a flashlight toward a wall, never eyes. Predict what will happen when the material enters the path. Compare with an empty path.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.light-test-6.v1
Pip tests a clear empty container. What does the observation show?
Pip puts a clear empty container between a flashlight and a wall. Much light passes through.
Choices: Much light passes through. · The light makes the material grow. · The material makes the flashlight disappear.
Answer: Much light passes through.
Help: Use the result from this test; different materials can let different amounts of light through.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
independent-check · adaptive
g1.science.light-data-7.v1
Explore light with a clear empty container.
Help: Ask a grown-up to hold a flashlight toward a wall, never eyes. Predict what will happen when the material enters the path. Compare with an empty path.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.light-test-7.v1
Pip tests a thick book. What does the observation show?
Pip puts a thick book between a flashlight and a wall. Most light is blocked.
Choices: Most light is blocked. · The light makes the material grow. · The material makes the flashlight disappear.
Answer: Most light is blocked.
Help: Use the result from this test; different materials can let different amounts of light through.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
independent-check · adaptive
g1.science.light-data-8.v1
Explore light with a thick book.
Help: Ask a grown-up to hold a flashlight toward a wall, never eyes. Predict what will happen when the material enters the path. Compare with an empty path.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.light-test-8.v1
Pip tests tracing paper. What does the observation show?
Pip puts tracing paper between a flashlight and a wall. Some light passes through, but details blur.
Choices: Some light passes through, but details blur. · The light makes the material grow. · The material makes the flashlight disappear.
Answer: Some light passes through, but details blur.
Help: Use the result from this test; different materials can let different amounts of light through.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
independent-check · adaptive
g1.science.light-data-9.v1
Explore light with tracing paper.
Help: Ask a grown-up to hold a flashlight toward a wall, never eyes. Predict what will happen when the material enters the path. Compare with an empty path.
Pip’s example: Pip shines a flashlight on a wall, then puts a card in its path. A shadow appears.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.light-test-9.v1

science · Design a light or sound signal (10 activities)

Idaho Science · January 3, 2022 · 1-PS-1.4

Coverage: partial. Adult observation needed; no automatic grade.

Make a light signal for: hello across a room.
Help: Agree on a short pattern with a grown-up. Test it across a safe space. Ask what message they received, then improve the pattern.
Pip’s example: Pip agrees that two light flashes mean hello. A friend watches and tells what message arrived.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.signal-0.v1
Make a sound signal for: stop during a pretend game.
Help: Agree on a short pattern with a grown-up. Test it across a safe space. Ask what message they received, then improve the pattern.
Pip’s example: Pip agrees that two light flashes mean hello. A friend watches and tells what message arrived.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.signal-1.v1
Make a light signal for: come to the meeting spot.
Help: Agree on a short pattern with a grown-up. Test it across a safe space. Ask what message they received, then improve the pattern.
Pip’s example: Pip agrees that two light flashes mean hello. A friend watches and tells what message arrived.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.signal-2.v1
Make a sound signal for: your turn to play.
Help: Agree on a short pattern with a grown-up. Test it across a safe space. Ask what message they received, then improve the pattern.
Pip’s example: Pip agrees that two light flashes mean hello. A friend watches and tells what message arrived.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.signal-3.v1
Make a light signal for: the pretend train can leave.
Help: Agree on a short pattern with a grown-up. Test it across a safe space. Ask what message they received, then improve the pattern.
Pip’s example: Pip agrees that two light flashes mean hello. A friend watches and tells what message arrived.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.signal-4.v1
Make a sound signal for: the toy boat has arrived.
Help: Agree on a short pattern with a grown-up. Test it across a safe space. Ask what message they received, then improve the pattern.
Pip’s example: Pip agrees that two light flashes mean hello. A friend watches and tells what message arrived.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.signal-5.v1
Make a light signal for: the game is finished.
Help: Agree on a short pattern with a grown-up. Test it across a safe space. Ask what message they received, then improve the pattern.
Pip’s example: Pip agrees that two light flashes mean hello. A friend watches and tells what message arrived.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.signal-6.v1
Make a sound signal for: look this way.
Help: Agree on a short pattern with a grown-up. Test it across a safe space. Ask what message they received, then improve the pattern.
Pip’s example: Pip agrees that two light flashes mean hello. A friend watches and tells what message arrived.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.signal-7.v1
Make a light signal for: a friend found the hidden toy.
Help: Agree on a short pattern with a grown-up. Test it across a safe space. Ask what message they received, then improve the pattern.
Pip’s example: Pip agrees that two light flashes mean hello. A friend watches and tells what message arrived.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.signal-8.v1
Make a sound signal for: the show is starting.
Help: Agree on a short pattern with a grown-up. Test it across a safe space. Ask what message they received, then improve the pattern.
Pip’s example: Pip agrees that two light flashes mean hello. A friend watches and tells what message arrived.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.signal-9.v1

science · Use nature’s structures in a design (15 activities)

Idaho Science · January 3, 2022 · 1-LS-1.1

Coverage: partial. Adult observation needed; no automatic grade.

Use an idea from a turtle’s shell to protect a fragile toy.
Help: Draw or build a design with safe materials. Explain how the natural structure helped your idea. Test the model with a grown-up and suggest a change.
Pip’s example: A turtle’s shell protects its body. Pip thinks of a helmet as a way people protect their heads.
adult-observation · adaptive
g1.science.nature-0.v1
Use an idea from a bird’s wings to make a paper object glide.
Help: Draw or build a design with safe materials. Explain how the natural structure helped your idea. Test the model with a grown-up and suggest a change.
Pip’s example: A turtle’s shell protects its body. Pip thinks of a helmet as a way people protect their heads.
adult-observation · adaptive
g1.science.nature-1.v1
Use an idea from a duck’s webbed feet to push water with a safe paddle.
Help: Draw or build a design with safe materials. Explain how the natural structure helped your idea. Test the model with a grown-up and suggest a change.
Pip’s example: A turtle’s shell protects its body. Pip thinks of a helmet as a way people protect their heads.
adult-observation · adaptive
g1.science.nature-2.v1
Use an idea from a fish’s fins to steer a pretend boat.
Help: Draw or build a design with safe materials. Explain how the natural structure helped your idea. Test the model with a grown-up and suggest a change.
Pip’s example: A turtle’s shell protects its body. Pip thinks of a helmet as a way people protect their heads.
adult-observation · adaptive
g1.science.nature-3.v1
Use an idea from a tree’s roots to keep a model standing.
Help: Draw or build a design with safe materials. Explain how the natural structure helped your idea. Test the model with a grown-up and suggest a change.
Pip’s example: A turtle’s shell protects its body. Pip thinks of a helmet as a way people protect their heads.
adult-observation · adaptive
g1.science.nature-4.v1
Use an idea from a plant’s stem to hold up a paper flower.
Help: Draw or build a design with safe materials. Explain how the natural structure helped your idea. Test the model with a grown-up and suggest a change.
Pip’s example: A turtle’s shell protects its body. Pip thinks of a helmet as a way people protect their heads.
adult-observation · adaptive
g1.science.nature-5.v1
Use an idea from a leaf’s broad surface to catch more pretend sunlight.
Help: Draw or build a design with safe materials. Explain how the natural structure helped your idea. Test the model with a grown-up and suggest a change.
Pip’s example: A turtle’s shell protects its body. Pip thinks of a helmet as a way people protect their heads.
adult-observation · adaptive
g1.science.nature-6.v1
Use an idea from a bird’s nest to hold small toy eggs.
Help: Draw or build a design with safe materials. Explain how the natural structure helped your idea. Test the model with a grown-up and suggest a change.
Pip’s example: A turtle’s shell protects its body. Pip thinks of a helmet as a way people protect their heads.
adult-observation · adaptive
g1.science.nature-7.v1
Use an idea from a snail’s shell to make a carrying shelter.
Help: Draw or build a design with safe materials. Explain how the natural structure helped your idea. Test the model with a grown-up and suggest a change.
Pip’s example: A turtle’s shell protects its body. Pip thinks of a helmet as a way people protect their heads.
adult-observation · adaptive
g1.science.nature-8.v1
Use an idea from a cat’s claws to grip a surface in a model.
Help: Draw or build a design with safe materials. Explain how the natural structure helped your idea. Test the model with a grown-up and suggest a change.
Pip’s example: A turtle’s shell protects its body. Pip thinks of a helmet as a way people protect their heads.
adult-observation · adaptive
g1.science.nature-9.v1
Use an idea from an elephant’s trunk to pick up a paper shape.
Help: Draw or build a design with safe materials. Explain how the natural structure helped your idea. Test the model with a grown-up and suggest a change.
Pip’s example: A turtle’s shell protects its body. Pip thinks of a helmet as a way people protect their heads.
adult-observation · adaptive
g1.science.nature-10.v1
Use an idea from a beaver’s teeth to shape a soft material with safe tools.
Help: Draw or build a design with safe materials. Explain how the natural structure helped your idea. Test the model with a grown-up and suggest a change.
Pip’s example: A turtle’s shell protects its body. Pip thinks of a helmet as a way people protect their heads.
adult-observation · adaptive
g1.science.nature-11.v1
Use an idea from a cactus’s spines to protect a pretend garden.
Help: Draw or build a design with safe materials. Explain how the natural structure helped your idea. Test the model with a grown-up and suggest a change.
Pip’s example: A turtle’s shell protects its body. Pip thinks of a helmet as a way people protect their heads.
adult-observation · adaptive
g1.science.nature-12.v1
Use an idea from a bird’s beak to pick up large paper food pieces.
Help: Draw or build a design with safe materials. Explain how the natural structure helped your idea. Test the model with a grown-up and suggest a change.
Pip’s example: A turtle’s shell protects its body. Pip thinks of a helmet as a way people protect their heads.
adult-observation · adaptive
g1.science.nature-13.v1
Use an idea from an animal’s fur to cover a pretend shelter.
Help: Draw or build a design with safe materials. Explain how the natural structure helped your idea. Test the model with a grown-up and suggest a change.
Pip’s example: A turtle’s shell protects its body. Pip thinks of a helmet as a way people protect their heads.
adult-observation · adaptive
g1.science.nature-14.v1

science · Notice needs and family similarities (20 activities)

Idaho Science · January 3, 2022 · 1-LS-1.2–3; 1-LS-2.1

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

What does this evidence tell you?
A bean seed sprouts with water and suitable conditions.
Choices: Living · Never living · A toy
Answer: Living
Help: Use growth, needs, care, and visible features as evidence.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
independent-check · adaptive
g1.science.living-seed.v1
What does this evidence tell you?
A rock does not grow by taking in food or water like an organism.
Choices: Nonliving · A growing plant · An animal
Answer: Nonliving
Help: Use growth, needs, care, and visible features as evidence.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
independent-check · adaptive
g1.science.living-rock.v1
What does this evidence tell you?
A plant grows new leaves and needs water.
Choices: Living · A machine · Never living
Answer: Living
Help: Use growth, needs, care, and visible features as evidence.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
independent-check · adaptive
g1.science.living-plant.v1
What does this evidence tell you?
A toy car moves when pushed but does not grow or need food.
Choices: Nonliving · Living because it moves · A baby animal
Answer: Nonliving
Help: Use growth, needs, care, and visible features as evidence.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
independent-check · adaptive
g1.science.living-toy-car.v1
What does this evidence tell you?
A cat eats, grows, and has kittens.
Choices: Living · A toy · A rock
Answer: Living
Help: Use growth, needs, care, and visible features as evidence.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
independent-check · adaptive
g1.science.living-cat.v1
What does this evidence tell you?
A cloud moves in the wind but is not an organism.
Choices: Nonliving · A living animal · A plant
Answer: Nonliving
Help: Use growth, needs, care, and visible features as evidence.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
independent-check · adaptive
g1.science.living-cloud.v1
What does this evidence tell you?
Ducklings often follow an adult duck.
Choices: It can help them stay together. · It turns them into fish. · It stops them growing.
Answer: It can help them stay together.
Help: Use growth, needs, care, and visible features as evidence.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
independent-check · adaptive
g1.science.living-duckling.v1
What does this evidence tell you?
An adult bird brings food to its chicks.
Choices: The chicks receive food. · The chicks become plants. · The nest makes sunlight.
Answer: The chicks receive food.
Help: Use growth, needs, care, and visible features as evidence.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
independent-check · adaptive
g1.science.living-bird-care.v1
What does this evidence tell you?
A mother cat nurses young kittens.
Choices: The kittens receive milk. · The kittens grow feathers. · The kittens become rocks.
Answer: The kittens receive milk.
Help: Use growth, needs, care, and visible features as evidence.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
independent-check · adaptive
g1.science.living-kitten-care.v1
What does this evidence tell you?
A penguin adult keeps its chick sheltered close by.
Choices: The chick can be protected. · The chick learns to drive. · The chick becomes a tree.
Answer: The chick can be protected.
Help: Use growth, needs, care, and visible features as evidence.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
independent-check · adaptive
g1.science.living-penguin-care.v1
What does this evidence tell you?
A puppy and its parent both have fur, but their markings differ.
Choices: They are similar, not identical. · They must look exactly alike. · They cannot be related.
Answer: They are similar, not identical.
Help: Use growth, needs, care, and visible features as evidence.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
independent-check · adaptive
g1.science.living-dog-family.v1
What does this evidence tell you?
Two young sunflowers have similar leaves but different heights.
Choices: Living relatives can have differences. · All plants must be identical. · One must be a toy.
Answer: Living relatives can have differences.
Help: Use growth, needs, care, and visible features as evidence.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
independent-check · adaptive
g1.science.living-plant-family.v1
What does this evidence tell you?
An adult duck is larger than a duckling. Both have bills and webbed feet.
Choices: They share some features. · They have no shared features. · They are both fish.
Answer: They share some features.
Help: Use growth, needs, care, and visible features as evidence.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
independent-check · adaptive
g1.science.living-duck-family.v1
What does this evidence tell you?
A kitten has ears like its parent but a shorter tail.
Choices: Some features are alike and some differ. · They must have the same size. · Cats have feathers.
Answer: Some features are alike and some differ.
Help: Use growth, needs, care, and visible features as evidence.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
independent-check · adaptive
g1.science.living-cat-family.v1
What does this evidence tell you?
Small pine seedlings and mature pines both have needles.
Choices: They share a plant feature. · Needles are always metal. · They are not plants.
Answer: They share a plant feature.
Help: Use growth, needs, care, and visible features as evidence.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
independent-check · adaptive
g1.science.living-pine-family.v1
Look closely at two leaves from similar plants.
Help: Tell a grown-up what is alike and different. Point to a feature that supports your idea. Do not disturb animals or plants.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
adult-observation · adaptive
g1.science.living-observe-0.v1
Look closely at a young and adult animal in pictures.
Help: Tell a grown-up what is alike and different. Point to a feature that supports your idea. Do not disturb animals or plants.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
adult-observation · adaptive
g1.science.living-observe-1.v1
Look closely at a plant and a toy.
Help: Tell a grown-up what is alike and different. Point to a feature that supports your idea. Do not disturb animals or plants.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
adult-observation · adaptive
g1.science.living-observe-2.v1
Look closely at two flowers in pictures.
Help: Tell a grown-up what is alike and different. Point to a feature that supports your idea. Do not disturb animals or plants.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
adult-observation · adaptive
g1.science.living-observe-3.v1
Look closely at an animal caring for young in a book.
Help: Tell a grown-up what is alike and different. Point to a feature that supports your idea. Do not disturb animals or plants.
Pip’s example: A seedling grows and needs water. Pip looks for evidence of living things, not just movement.
adult-observation · adaptive
g1.science.living-observe-4.v1

science · Use sky and daylight observations (20 activities)

Idaho Science · January 3, 2022 · 1-ESS-1.1–2

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

Which day had more daylight?
Day A was light before breakfast and after dinner. Day B was dark at both times.
Choices: Day A · Day B · They must be equal
Answer: Day A
Help: Use the recorded observations. A pattern needs more than a guess.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
independent-check · adaptive
g1.science.sky-record-0.v1
What pattern was recorded?
On Monday and Tuesday, morning light came through the east-facing window.
Choices: Morning light at the same window · No light at all · Only midnight light
Answer: Morning light at the same window
Help: Use the recorded observations. A pattern needs more than a guess.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
independent-check · adaptive
g1.science.sky-record-1.v1
What differed in the records?
In winter notes, it was dark before dinner. In summer notes, it was light after dinner.
Choices: The amount of daylight · The number of moons · The color of all buildings
Answer: The amount of daylight
Help: Use the recorded observations. A pattern needs more than a guess.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
independent-check · adaptive
g1.science.sky-record-2.v1
What changed?
A morning shadow pointed one way. Later, the same object’s shadow pointed another way.
Choices: The shadow’s direction · The object became alive · The Sun went inside the object
Answer: The shadow’s direction
Help: Use the recorded observations. A pattern needs more than a guess.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
independent-check · adaptive
g1.science.sky-record-3.v1
What changed in these observations?
One night the Moon looked like a thin curve. Days later, more of its bright part was visible.
Choices: The Moon’s visible shape · The number of Earths · Every star vanished forever
Answer: The Moon’s visible shape
Help: Use the recorded observations. A pattern needs more than a guess.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
independent-check · adaptive
g1.science.sky-record-4.v1
Why might stars be harder to see on the second night?
Pip saw stars on a clear night. Clouds covered the sky the next night.
Choices: Clouds blocked the view · The stars all fell down · All stars stopped existing
Answer: Clouds blocked the view
Help: Use the recorded observations. A pattern needs more than a guess.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
independent-check · adaptive
g1.science.sky-record-5.v1
What could more records help compare?
At the same breakfast time, it was dark in one seasonal record and light in another.
Choices: Daylight across seasons · The taste of clouds · The weight of sunlight
Answer: Daylight across seasons
Help: Use the recorded observations. A pattern needs more than a guess.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
independent-check · adaptive
g1.science.sky-record-6.v1
What did the observations compare?
A tree’s shadow was long early in the morning and shorter near midday.
Choices: Shadow lengths at different times · Tree ages measured in minutes · The sound of the Moon
Answer: Shadow lengths at different times
Help: Use the recorded observations. A pattern needs more than a guess.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
independent-check · adaptive
g1.science.sky-record-7.v1
What would help Pip look for a repeating pattern?
Pip made just one evening sky drawing.
Choices: More observations on other days · Guess without looking again · Erase the drawing
Answer: More observations on other days
Help: Use the recorded observations. A pattern needs more than a guess.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
independent-check · adaptive
g1.science.sky-record-8.v1
Which claim fits the journals?
Two journals show daylight lasting longer in late spring than in winter at the same place.
Choices: Daylight can vary with the season · Daylight is always identical · Night never happens
Answer: Daylight can vary with the season
Help: Use the recorded observations. A pattern needs more than a guess.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
independent-check · adaptive
g1.science.sky-record-9.v1
Compare clouds from a window in the morning and afternoon.
Help: Use safe observations or provided pictures with a grown-up. Never look directly at the Sun. Record a picture or note on paper. Describe a pattern or a question; one observation may not show a pattern.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.sky-observe-0.v1
Compare the Moon in two grown-up-selected photographs.
Help: Use safe observations or provided pictures with a grown-up. Never look directly at the Sun. Record a picture or note on paper. Describe a pattern or a question; one observation may not show a pattern.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.sky-observe-1.v1
Compare morning and evening sky colors.
Help: Use safe observations or provided pictures with a grown-up. Never look directly at the Sun. Record a picture or note on paper. Describe a pattern or a question; one observation may not show a pattern.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.sky-observe-2.v1
Compare shadows at two times with a grown-up.
Help: Use safe observations or provided pictures with a grown-up. Never look directly at the Sun. Record a picture or note on paper. Describe a pattern or a question; one observation may not show a pattern.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.sky-observe-3.v1
Compare daylight before dinner on two dates.
Help: Use safe observations or provided pictures with a grown-up. Never look directly at the Sun. Record a picture or note on paper. Describe a pattern or a question; one observation may not show a pattern.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.sky-observe-4.v1
Compare where a shadow falls beside a fixed object.
Help: Use safe observations or provided pictures with a grown-up. Never look directly at the Sun. Record a picture or note on paper. Describe a pattern or a question; one observation may not show a pattern.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.sky-observe-5.v1
Compare stars in two night-sky photographs.
Help: Use safe observations or provided pictures with a grown-up. Never look directly at the Sun. Record a picture or note on paper. Describe a pattern or a question; one observation may not show a pattern.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.sky-observe-6.v1
Compare a daytime and a nighttime sky picture.
Help: Use safe observations or provided pictures with a grown-up. Never look directly at the Sun. Record a picture or note on paper. Describe a pattern or a question; one observation may not show a pattern.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.sky-observe-7.v1
Compare seasonal daylight notes from a grown-up.
Help: Use safe observations or provided pictures with a grown-up. Never look directly at the Sun. Record a picture or note on paper. Describe a pattern or a question; one observation may not show a pattern.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.sky-observe-8.v1
Compare the Moon’s visible shape in a week of picture records.
Help: Use safe observations or provided pictures with a grown-up. Never look directly at the Sun. Record a picture or note on paper. Describe a pattern or a question; one observation may not show a pattern.
Pip’s example: Pip compares sky notes from morning and evening. A pattern needs observations from more than one time.
1. Make a prediction or ask a question.
2. Explore with a grown-up and make observations.
3. Compare what happened with your idea. Explain a detail.
adult-observation · adaptive
g1.science.sky-observe-9.v1

social-studies · Use timelines and past/present sources (20 activities)

Idaho Social Studies · revised November 20, 2025 · 1.SS.1.1–3

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

Put these events on a timeline.
Sequence: Plant a seed → See a sprout → Pick a flower
Help: Think about what must happen first, next, and last.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
independent-check · adaptive
g1.social-studies.timeline-0.v1
Put these events on a timeline.
Sequence: Mix dough → Bake with an adult → Eat bread
Help: Think about what must happen first, next, and last.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
independent-check · adaptive
g1.social-studies.timeline-1.v1
Put these events on a timeline.
Sequence: Put on shoes → Walk to the park → Walk home
Help: Think about what must happen first, next, and last.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
independent-check · adaptive
g1.social-studies.timeline-2.v1
Put these events on a timeline.
Sequence: Choose a book → Read the book → Return the book
Help: Think about what must happen first, next, and last.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
independent-check · adaptive
g1.social-studies.timeline-3.v1
Put these events on a timeline.
Sequence: Draw a plan → Build a model → Show the model
Help: Think about what must happen first, next, and last.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
independent-check · adaptive
g1.social-studies.timeline-4.v1
Put these events on a timeline.
Sequence: Wash hands → Prepare a snack → Eat the snack
Help: Think about what must happen first, next, and last.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
independent-check · adaptive
g1.social-studies.timeline-5.v1
Put these events on a timeline.
Sequence: Get a letter → Write a reply → Send the reply
Help: Think about what must happen first, next, and last.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
independent-check · adaptive
g1.social-studies.timeline-6.v1
Put these events on a timeline.
Sequence: Pack a bag → Take a trip → Unpack at home
Help: Think about what must happen first, next, and last.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
independent-check · adaptive
g1.social-studies.timeline-7.v1
Put these events on a timeline.
Sequence: Blow up a balloon with an adult → Tie the balloon → Decorate a room
Help: Think about what must happen first, next, and last.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
independent-check · adaptive
g1.social-studies.timeline-8.v1
Put these events on a timeline.
Sequence: Collect materials → Make a card → Give the card
Help: Think about what must happen first, next, and last.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
independent-check · adaptive
g1.social-studies.timeline-9.v1
Compare handwritten letters and video calls.
Help: Ways to talk across a distance. Both may still be used today. Tell a grown-up what seems alike, what differs, and what a picture or story could help you learn.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
adult-observation · adaptive
g1.social-studies.past-present-0.v1
Compare horse-drawn carts and buses.
Help: Ways people travel. Both may still be used today. Tell a grown-up what seems alike, what differs, and what a picture or story could help you learn.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
adult-observation · adaptive
g1.social-studies.past-present-1.v1
Compare oil lamps and electric lamps.
Help: Ways to light a room. Both may still be used today. Tell a grown-up what seems alike, what differs, and what a picture or story could help you learn.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
adult-observation · adaptive
g1.social-studies.past-present-2.v1
Compare washing clothes by hand and washing machines.
Help: Ways to clean clothes. Both may still be used today. Tell a grown-up what seems alike, what differs, and what a picture or story could help you learn.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
adult-observation · adaptive
g1.social-studies.past-present-3.v1
Compare iceboxes and refrigerators.
Help: Ways to keep food cool. Both may still be used today. Tell a grown-up what seems alike, what differs, and what a picture or story could help you learn.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
adult-observation · adaptive
g1.social-studies.past-present-4.v1
Compare paper street maps and phone maps.
Help: Ways to find a route. Both may still be used today. Tell a grown-up what seems alike, what differs, and what a picture or story could help you learn.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
adult-observation · adaptive
g1.social-studies.past-present-5.v1
Compare film cameras and digital cameras.
Help: Ways to make photographs. Both may still be used today. Tell a grown-up what seems alike, what differs, and what a picture or story could help you learn.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
adult-observation · adaptive
g1.social-studies.past-present-6.v1
Compare slates and notebooks.
Help: Ways to write at school. Both may still be used today. Tell a grown-up what seems alike, what differs, and what a picture or story could help you learn.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
adult-observation · adaptive
g1.social-studies.past-present-7.v1
Compare hand-sewn clothes and machine-sewn clothes.
Help: Ways to make clothing. Both may still be used today. Tell a grown-up what seems alike, what differs, and what a picture or story could help you learn.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
adult-observation · adaptive
g1.social-studies.past-present-8.v1
Compare record players and digital music players.
Help: Ways to listen to recorded music. Both may still be used today. Tell a grown-up what seems alike, what differs, and what a picture or story could help you learn.
Pip’s example: Pip puts a baby picture before a school picture. A timeline shows when things happened.
adult-observation · adaptive
g1.social-studies.past-present-9.v1

social-studies · Use cardinal directions on a grid map (12 activities)

Idaho Social Studies · revised November 20, 2025 · 1.SS.2.1

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

On this map, what is directly north of ountain?
Choices: 📚 Library · 🌳 Park · 🏫 School
Answer: 📚 Library
Help: Use the compass: north is up, south down, east right, west left.
Pip’s example: Pip checks the key, then follows north on the compass rose to find a place.
independent-check · adaptive
g1.social-studies.grid-0.v1
On this map, what is directly south of ountain?
Choices: 🚌 Bus stop · 🌳 Park · 📚 Library
Answer: 🚌 Bus stop
Help: Use the compass: north is up, south down, east right, west left.
Pip’s example: Pip checks the key, then follows north on the compass rose to find a place.
independent-check · adaptive
g1.social-studies.grid-1.v1
On this map, what is directly west of ountain?
Choices: 🏠 Home · 🌳 Park · 📚 Library
Answer: 🏠 Home
Help: Use the compass: north is up, south down, east right, west left.
Pip’s example: Pip checks the key, then follows north on the compass rose to find a place.
independent-check · adaptive
g1.social-studies.grid-2.v1
On this map, what is directly east of ountain?
Choices: 🏪 Shop · 🌳 Park · 📚 Library
Answer: 🏪 Shop
Help: Use the compass: north is up, south down, east right, west left.
Pip’s example: Pip checks the key, then follows north on the compass rose to find a place.
independent-check · adaptive
g1.social-studies.grid-3.v1
On this map, what is directly east of Park?
Choices: 📚 Library · 🌳 Park · 🏫 School
Answer: 📚 Library
Help: Use the compass: north is up, south down, east right, west left.
Pip’s example: Pip checks the key, then follows north on the compass rose to find a place.
independent-check · adaptive
g1.social-studies.grid-4.v1
On this map, what is directly south of Park?
Choices: 🏠 Home · 🌳 Park · 📚 Library
Answer: 🏠 Home
Help: Use the compass: north is up, south down, east right, west left.
Pip’s example: Pip checks the key, then follows north on the compass rose to find a place.
independent-check · adaptive
g1.social-studies.grid-5.v1
On this map, what is directly north of Clinic?
Choices: 🏪 Shop · 🌳 Park · 📚 Library
Answer: 🏪 Shop
Help: Use the compass: north is up, south down, east right, west left.
Pip’s example: Pip checks the key, then follows north on the compass rose to find a place.
independent-check · adaptive
g1.social-studies.grid-6.v1
On this map, what is directly west of Clinic?
Choices: 🚌 Bus stop · 🌳 Park · 📚 Library
Answer: 🚌 Bus stop
Help: Use the compass: north is up, south down, east right, west left.
Pip’s example: Pip checks the key, then follows north on the compass rose to find a place.
independent-check · adaptive
g1.social-studies.grid-7.v1
On this map, what is directly west of School?
Choices: 📚 Library · 🌳 Park · 🏫 School
Answer: 📚 Library
Help: Use the compass: north is up, south down, east right, west left.
Pip’s example: Pip checks the key, then follows north on the compass rose to find a place.
independent-check · adaptive
g1.social-studies.grid-8.v1
On this map, what is directly south of School?
Choices: 🏪 Shop · 🌳 Park · 📚 Library
Answer: 🏪 Shop
Help: Use the compass: north is up, south down, east right, west left.
Pip’s example: Pip checks the key, then follows north on the compass rose to find a place.
independent-check · adaptive
g1.social-studies.grid-9.v1
On this map, what is directly north of Garden?
Choices: 🏠 Home · 🌳 Park · 📚 Library
Answer: 🏠 Home
Help: Use the compass: north is up, south down, east right, west left.
Pip’s example: Pip checks the key, then follows north on the compass rose to find a place.
independent-check · adaptive
g1.social-studies.grid-10.v1
On this map, what is directly east of Garden?
Choices: 🚌 Bus stop · 🌳 Park · 📚 Library
Answer: 🚌 Bus stop
Help: Use the compass: north is up, south down, east right, west left.
Pip’s example: Pip checks the key, then follows north on the compass rose to find a place.
independent-check · adaptive
g1.social-studies.grid-11.v1

social-studies · Design a map for people and places (5 activities)

Idaho Social Studies · revised November 20, 2025 · 1.SS.2.1–2

Coverage: partial. Adult observation needed; no automatic grade.

Make a map of a bedroom in a pretend house.
Help: Add a title, a key with symbols, and a compass rose. Tell a grown-up how to find one place. Use a pretend location, not your address.
Pip’s example: People use roofs to keep rain out. Pip looks for how a place affects a design.
adult-observation · adaptive
g1.social-studies.make-map-0.v1
Make a map of a playground.
Help: Add a title, a key with symbols, and a compass rose. Tell a grown-up how to find one place. Use a pretend location, not your address.
Pip’s example: People use roofs to keep rain out. Pip looks for how a place affects a design.
adult-observation · adaptive
g1.social-studies.make-map-1.v1
Make a map of a pretend garden.
Help: Add a title, a key with symbols, and a compass rose. Tell a grown-up how to find one place. Use a pretend location, not your address.
Pip’s example: People use roofs to keep rain out. Pip looks for how a place affects a design.
adult-observation · adaptive
g1.social-studies.make-map-2.v1
Make a map of a route from a toy house to a toy shop.
Help: Add a title, a key with symbols, and a compass rose. Tell a grown-up how to find one place. Use a pretend location, not your address.
Pip’s example: People use roofs to keep rain out. Pip looks for how a place affects a design.
adult-observation · adaptive
g1.social-studies.make-map-3.v1
Make a map of an island with land and water.
Help: Add a title, a key with symbols, and a compass rose. Tell a grown-up how to find one place. Use a pretend location, not your address.
Pip’s example: People use roofs to keep rain out. Pip looks for how a place affects a design.
adult-observation · adaptive
g1.social-studies.make-map-4.v1

social-studies · Explore needs, wants, and exchange (15 activities)

Idaho Social Studies · revised November 20, 2025 · 1.SS.3.1–3

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

Which is a basic need?
Choices: Drinking water · A new toy · A fancy sticker
Answer: Drinking water
Help: Think about needs, wants, goods, services, and choices.
Pip’s example: Pip saves two pretend coins today and two tomorrow. Saving can help with a later choice.
independent-check · adaptive
g1.social-studies.economy-0.v1
Which is a want?
Choices: An extra toy car · Food · Shelter
Answer: An extra toy car
Help: Think about needs, wants, goods, services, and choices.
Pip’s example: Pip saves two pretend coins today and two tomorrow. Saving can help with a later choice.
independent-check · adaptive
g1.social-studies.economy-1.v1
What is saving?
Choices: Keeping something to use later · Always spending everything · Taking someone’s money
Answer: Keeping something to use later
Help: Think about needs, wants, goods, services, and choices.
Pip’s example: Pip saves two pretend coins today and two tomorrow. Saving can help with a later choice.
independent-check · adaptive
g1.social-studies.economy-2.v1
A baker gives bread for money. What happened?
Choices: A purchase · A rainfall · A race
Answer: A purchase
Help: Think about needs, wants, goods, services, and choices.
Pip’s example: Pip saves two pretend coins today and two tomorrow. Saving can help with a later choice.
independent-check · adaptive
g1.social-studies.economy-3.v1
Two friends swap toy cards by agreement. What happened?
Choices: A trade · A storm · A nap
Answer: A trade
Help: Think about needs, wants, goods, services, and choices.
Pip’s example: Pip saves two pretend coins today and two tomorrow. Saving can help with a later choice.
independent-check · adaptive
g1.social-studies.economy-4.v1
A friend lets you use a crayon and return it. What happened?
Choices: Sharing · Buying a house · Growing a tree
Answer: Sharing
Help: Think about needs, wants, goods, services, and choices.
Pip’s example: Pip saves two pretend coins today and two tomorrow. Saving can help with a later choice.
independent-check · adaptive
g1.social-studies.economy-5.v1
Which is a good you can buy?
Choices: A loaf of bread · A haircut · A lesson
Answer: A loaf of bread
Help: Think about needs, wants, goods, services, and choices.
Pip’s example: Pip saves two pretend coins today and two tomorrow. Saving can help with a later choice.
independent-check · adaptive
g1.social-studies.economy-6.v1
Which is a service?
Choices: Repairing a bicycle · A bicycle wheel · An apple
Answer: Repairing a bicycle
Help: Think about needs, wants, goods, services, and choices.
Pip’s example: Pip saves two pretend coins today and two tomorrow. Saving can help with a later choice.
independent-check · adaptive
g1.social-studies.economy-7.v1
You save 2 pretend coins and then 1 more. How many saved?
Choices: 3 · 1 · 5
Answer: 3
Help: Think about needs, wants, goods, services, and choices.
Pip’s example: Pip saves two pretend coins today and two tomorrow. Saving can help with a later choice.
independent-check · adaptive
g1.social-studies.economy-8.v1
Why might someone save coins?
Choices: For something needed later · Coins must always be thrown away · Saving makes every item free
Answer: For something needed later
Help: Think about needs, wants, goods, services, and choices.
Pip’s example: Pip saves two pretend coins today and two tomorrow. Saving can help with a later choice.
independent-check · adaptive
g1.social-studies.economy-9.v1
Talk about this choice: a pretend class needs paper and also wants glitter.
Help: Explain a fair choice, what is needed first, and what could wait. Use pretend items and coins.
Pip’s example: Pip saves two pretend coins today and two tomorrow. Saving can help with a later choice.
adult-observation · adaptive
g1.social-studies.economy-talk-0.v1
Talk about this choice: a toy shop offers a repair service.
Help: Explain a fair choice, what is needed first, and what could wait. Use pretend items and coins.
Pip’s example: Pip saves two pretend coins today and two tomorrow. Saving can help with a later choice.
adult-observation · adaptive
g1.social-studies.economy-talk-1.v1
Talk about this choice: two friends want to trade books.
Help: Explain a fair choice, what is needed first, and what could wait. Use pretend items and coins.
Pip’s example: Pip saves two pretend coins today and two tomorrow. Saving can help with a later choice.
adult-observation · adaptive
g1.social-studies.economy-talk-2.v1
Talk about this choice: a group is sharing art supplies.
Help: Explain a fair choice, what is needed first, and what could wait. Use pretend items and coins.
Pip’s example: Pip saves two pretend coins today and two tomorrow. Saving can help with a later choice.
adult-observation · adaptive
g1.social-studies.economy-talk-3.v1
Talk about this choice: Pip is saving for a pretend watering can.
Help: Explain a fair choice, what is needed first, and what could wait. Use pretend items and coins.
Pip’s example: Pip saves two pretend coins today and two tomorrow. Saving can help with a later choice.
adult-observation · adaptive
g1.social-studies.economy-talk-4.v1

social-studies · Discuss rights and responsibilities (20 activities)

Idaho Social Studies · revised November 20, 2025 · 1.SS.4.1, 4.5–6

Coverage: partial. Adult observation needed; no automatic grade.

What could help when two children want different games?
Help: Tell a grown-up a possible action. Explain how people can take part and care for shared things.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-plan-0.v1
Hear another idea: two children want different games.
Help: Ask a grown-up to suggest a different idea. Listen, repeat what you heard, and discuss a fair next step. This is practice, not a behavior grade.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-listen-0.v1
What could help when a shared book has a torn page?
Help: Tell a grown-up a possible action. Explain how people can take part and care for shared things.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-plan-1.v1
Hear another idea: a shared book has a torn page.
Help: Ask a grown-up to suggest a different idea. Listen, repeat what you heard, and discuss a fair next step. This is practice, not a behavior grade.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-listen-1.v1
What could help when the class chooses a garden plant?
Help: Tell a grown-up a possible action. Explain how people can take part and care for shared things.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-plan-2.v1
Hear another idea: the class chooses a garden plant.
Help: Ask a grown-up to suggest a different idea. Listen, repeat what you heard, and discuss a fair next step. This is practice, not a behavior grade.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-listen-2.v1
What could help when someone needs a turn to speak?
Help: Tell a grown-up a possible action. Explain how people can take part and care for shared things.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-plan-3.v1
Hear another idea: someone needs a turn to speak.
Help: Ask a grown-up to suggest a different idea. Listen, repeat what you heard, and discuss a fair next step. This is practice, not a behavior grade.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-listen-3.v1
What could help when a library book is due?
Help: Tell a grown-up a possible action. Explain how people can take part and care for shared things.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-plan-4.v1
Hear another idea: a library book is due.
Help: Ask a grown-up to suggest a different idea. Listen, repeat what you heard, and discuss a fair next step. This is practice, not a behavior grade.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-listen-4.v1
What could help when a playground needs cleaning?
Help: Tell a grown-up a possible action. Explain how people can take part and care for shared things.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-plan-5.v1
Hear another idea: a playground needs cleaning.
Help: Ask a grown-up to suggest a different idea. Listen, repeat what you heard, and discuss a fair next step. This is practice, not a behavior grade.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-listen-5.v1
What could help when a new child joins a group?
Help: Tell a grown-up a possible action. Explain how people can take part and care for shared things.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-plan-6.v1
Hear another idea: a new child joins a group.
Help: Ask a grown-up to suggest a different idea. Listen, repeat what you heard, and discuss a fair next step. This is practice, not a behavior grade.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-listen-6.v1
What could help when the room needs a quiet place?
Help: Tell a grown-up a possible action. Explain how people can take part and care for shared things.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-plan-7.v1
Hear another idea: the room needs a quiet place.
Help: Ask a grown-up to suggest a different idea. Listen, repeat what you heard, and discuss a fair next step. This is practice, not a behavior grade.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-listen-7.v1
What could help when a group plans a safe crossing?
Help: Tell a grown-up a possible action. Explain how people can take part and care for shared things.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-plan-8.v1
Hear another idea: a group plans a safe crossing.
Help: Ask a grown-up to suggest a different idea. Listen, repeat what you heard, and discuss a fair next step. This is practice, not a behavior grade.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-listen-8.v1
What could help when a neighbor helps carry a bag?
Help: Tell a grown-up a possible action. Explain how people can take part and care for shared things.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-plan-9.v1
Hear another idea: a neighbor helps carry a bag.
Help: Ask a grown-up to suggest a different idea. Listen, repeat what you heard, and discuss a fair next step. This is practice, not a behavior grade.
Pip’s example: Pip hears two ideas for a game. Everyone gets a turn to speak before the group chooses.
adult-observation · adaptive
g1.social-studies.community-listen-9.v1

social-studies · Recognize shared civic traditions (5 activities)

Idaho Social Studies · revised November 20, 2025 · 1.SS.4.2–4

Coverage: partial. Adult observation needed; no automatic grade.

Learn about The U.S. flag.
Help: The U.S. flag is a symbol representing the United States. Ask a grown-up about the tradition and what it means. You may listen, ask a question, or share an observation.
Pip’s example: Pip learns that a flag can represent a country. People can discuss what a symbol means.
adult-observation · adaptive
g1.social-studies.symbol-0.v1
Learn about The national anthem.
Help: The national anthem is a song connected with the country. Ask a grown-up about the tradition and what it means. You may listen, ask a question, or share an observation.
Pip’s example: Pip learns that a flag can represent a country. People can discuss what a symbol means.
adult-observation · adaptive
g1.social-studies.symbol-1.v1
Learn about The Pledge of Allegiance.
Help: The Pledge of Allegiance is words used in a civic tradition. Ask a grown-up about the tradition and what it means. You may listen, ask a question, or share an observation.
Pip’s example: Pip learns that a flag can represent a country. People can discuss what a symbol means.
adult-observation · adaptive
g1.social-studies.symbol-2.v1
Learn about Independence Day.
Help: Independence Day is a day commemorating the country’s independence. Ask a grown-up about the tradition and what it means. You may listen, ask a question, or share an observation.
Pip’s example: Pip learns that a flag can represent a country. People can discuss what a symbol means.
adult-observation · adaptive
g1.social-studies.symbol-3.v1
Learn about Veterans Day.
Help: Veterans Day is a day honoring people who served in the military. Ask a grown-up about the tradition and what it means. You may listen, ask a question, or share an observation.
Pip’s example: Pip learns that a flag can represent a country. People can discuss what a symbol means.
adult-observation · adaptive
g1.social-studies.symbol-4.v1

social-studies · Compare routines and belonging (10 activities)

Idaho Social Studies · revised November 20, 2025 · 1.SS.5.1–2

Coverage: partial. Adult observation needed; no automatic grade.

What is alike, different, or shared?
Help: Two fictional families greet visitors with different words. Discuss with a grown-up. No family has to follow just one routine, and you do not need to share private details.
Pip’s example: One fictional family eats early; another eats later. Both routines can work for those families.
adult-observation · adaptive
g1.social-studies.culture-0.v1
What is alike, different, or shared?
Help: One fictional family eats together at noon; another at evening. Discuss with a grown-up. No family has to follow just one routine, and you do not need to share private details.
Pip’s example: One fictional family eats early; another eats later. Both routines can work for those families.
adult-observation · adaptive
g1.social-studies.culture-1.v1
What is alike, different, or shared?
Help: One fictional group tells stories through song; another uses picture books. Discuss with a grown-up. No family has to follow just one routine, and you do not need to share private details.
Pip’s example: One fictional family eats early; another eats later. Both routines can work for those families.
adult-observation · adaptive
g1.social-studies.culture-2.v1
What is alike, different, or shared?
Help: One fictional community walks to a market; another travels by bus. Discuss with a grown-up. No family has to follow just one routine, and you do not need to share private details.
Pip’s example: One fictional family eats early; another eats later. Both routines can work for those families.
adult-observation · adaptive
g1.social-studies.culture-3.v1
What is alike, different, or shared?
Help: Two fictional families prepare different foods for a celebration. Discuss with a grown-up. No family has to follow just one routine, and you do not need to share private details.
Pip’s example: One fictional family eats early; another eats later. Both routines can work for those families.
adult-observation · adaptive
g1.social-studies.culture-4.v1
What is alike, different, or shared?
Help: One fictional family lives with grandparents; another visits them. Discuss with a grown-up. No family has to follow just one routine, and you do not need to share private details.
Pip’s example: One fictional family eats early; another eats later. Both routines can work for those families.
adult-observation · adaptive
g1.social-studies.culture-5.v1
What is alike, different, or shared?
Help: Two fictional groups play different games after school. Discuss with a grown-up. No family has to follow just one routine, and you do not need to share private details.
Pip’s example: One fictional family eats early; another eats later. Both routines can work for those families.
adult-observation · adaptive
g1.social-studies.culture-6.v1
What is alike, different, or shared?
Help: One fictional family speaks one language at home; another speaks two. Discuss with a grown-up. No family has to follow just one routine, and you do not need to share private details.
Pip’s example: One fictional family eats early; another eats later. Both routines can work for those families.
adult-observation · adaptive
g1.social-studies.culture-7.v1
What is alike, different, or shared?
Help: A child belongs to a family, a class, and a music group. Discuss with a grown-up. No family has to follow just one routine, and you do not need to share private details.
Pip’s example: One fictional family eats early; another eats later. Both routines can work for those families.
adult-observation · adaptive
g1.social-studies.culture-8.v1
What is alike, different, or shared?
Help: Two fictional communities care for shared gardens in different ways. Discuss with a grown-up. No family has to follow just one routine, and you do not need to share private details.
Pip’s example: One fictional family eats early; another eats later. Both routines can work for those families.
adult-observation · adaptive
g1.social-studies.culture-9.v1

social-studies · Recognize map features and place names (13 activities)

Idaho Social Studies · revised November 20, 2025 · 1.SS.2.1

Coverage: partial. Automatic evidence applies only to the narrow game checks; educator review needed.

Which map feature explains symbols?
Choices: Key · Story ending · Clock hand
Answer: Key
Help: Use a labeled map or globe with a grown-up to check the place or feature.
Pip’s example: Pip checks a labeled map or globe to locate a place and uses a key to explain symbols.
independent-check · adaptive
g1.social-studies.map-idea-0.v1
Which map feature names the map?
Choices: Title · Price · Page corner
Answer: Title
Help: Use a labeled map or globe with a grown-up to check the place or feature.
Pip’s example: Pip checks a labeled map or globe to locate a place and uses a key to explain symbols.
independent-check · adaptive
g1.social-studies.map-idea-1.v1
Which tells north, south, east, and west?
Choices: Compass rose · Color palette · Calendar
Answer: Compass rose
Help: Use a labeled map or globe with a grown-up to check the place or feature.
Pip’s example: Pip checks a labeled map or globe to locate a place and uses a key to explain symbols.
independent-check · adaptive
g1.social-studies.map-idea-2.v1
Which usually shows a body of water on a simple map?
Choices: A labeled blue area · Any unlabeled dot · A red roof
Answer: A labeled blue area
Help: Use a labeled map or globe with a grown-up to check the place or feature.
Pip’s example: Pip checks a labeled map or globe to locate a place and uses a key to explain symbols.
independent-check · adaptive
g1.social-studies.map-idea-3.v1
What can a road symbol help you find?
Choices: A route · A person’s age · The temperature
Answer: A route
Help: Use a labeled map or globe with a grown-up to check the place or feature.
Pip’s example: Pip checks a labeled map or globe to locate a place and uses a key to explain symbols.
independent-check · adaptive
g1.social-studies.map-idea-4.v1
What can a city symbol show?
Choices: Where a city is · How many stars are in space · A word’s spelling
Answer: Where a city is
Help: Use a labeled map or globe with a grown-up to check the place or feature.
Pip’s example: Pip checks a labeled map or globe to locate a place and uses a key to explain symbols.
independent-check · adaptive
g1.social-studies.map-idea-5.v1
Idaho is part of which country?
Choices: United States · Brazil · Japan
Answer: United States
Help: Use a labeled map or globe with a grown-up to check the place or feature.
Pip’s example: Pip checks a labeled map or globe to locate a place and uses a key to explain symbols.
independent-check · adaptive
g1.social-studies.map-idea-6.v1
The United States is on which continent?
Choices: North America · Australia · Antarctica
Answer: North America
Help: Use a labeled map or globe with a grown-up to check the place or feature.
Pip’s example: Pip checks a labeled map or globe to locate a place and uses a key to explain symbols.
independent-check · adaptive
g1.social-studies.map-idea-7.v1
Which is an ocean?
Choices: Pacific Ocean · Idaho · North America
Answer: Pacific Ocean
Help: Use a labeled map or globe with a grown-up to check the place or feature.
Pip’s example: Pip checks a labeled map or globe to locate a place and uses a key to explain symbols.
independent-check · adaptive
g1.social-studies.map-idea-8.v1
Which is a continent?
Choices: Africa · Atlantic Ocean · Boise
Answer: Africa
Help: Use a labeled map or globe with a grown-up to check the place or feature.
Pip’s example: Pip checks a labeled map or globe to locate a place and uses a key to explain symbols.
independent-check · adaptive
g1.social-studies.map-idea-9.v1
Which is another continent?
Choices: Asia · Pacific Ocean · Idaho
Answer: Asia
Help: Use a labeled map or globe with a grown-up to check the place or feature.
Pip’s example: Pip checks a labeled map or globe to locate a place and uses a key to explain symbols.
independent-check · adaptive
g1.social-studies.map-idea-10.v1
Which place is a state?
Choices: Idaho · Europe · Indian Ocean
Answer: Idaho
Help: Use a labeled map or globe with a grown-up to check the place or feature.
Pip’s example: Pip checks a labeled map or globe to locate a place and uses a key to explain symbols.
independent-check · adaptive
g1.social-studies.map-idea-11.v1
Which is a land feature?
Choices: Mountain · Ocean · Lake
Answer: Mountain
Help: Use a labeled map or globe with a grown-up to check the place or feature.
Pip’s example: Pip checks a labeled map or globe to locate a place and uses a key to explain symbols.
independent-check · adaptive
g1.social-studies.map-idea-12.v1

feelings · Name needs and express feelings (20 activities)

Idaho Health K–2 · June 1, 2023 · K-2.H.4.1.1

Coverage: partial. Adult observation needed; no automatic grade.

Imagine a tower falls. How might someone feel?
Help: Name one possible feeling and a clue. Another person might feel differently. Tell a grown-up or think quietly.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-name-0.v1
Imagine a tower falls. What could you ask for?
Help: Practice a sentence about a need: I need help, space, company, or a break. Choose your own words.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-need-0.v1
Imagine a friend arrives. How might someone feel?
Help: Name one possible feeling and a clue. Another person might feel differently. Tell a grown-up or think quietly.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-name-1.v1
Imagine a friend arrives. What could you ask for?
Help: Practice a sentence about a need: I need help, space, company, or a break. Choose your own words.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-need-1.v1
Imagine a game feels hard. How might someone feel?
Help: Name one possible feeling and a clue. Another person might feel differently. Tell a grown-up or think quietly.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-name-2.v1
Imagine a game feels hard. What could you ask for?
Help: Practice a sentence about a need: I need help, space, company, or a break. Choose your own words.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-need-2.v1
Imagine a turn is taking a long time. How might someone feel?
Help: Name one possible feeling and a clue. Another person might feel differently. Tell a grown-up or think quietly.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-name-3.v1
Imagine a turn is taking a long time. What could you ask for?
Help: Practice a sentence about a need: I need help, space, company, or a break. Choose your own words.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-need-3.v1
Imagine a loud room feels overwhelming. How might someone feel?
Help: Name one possible feeling and a clue. Another person might feel differently. Tell a grown-up or think quietly.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-name-4.v1
Imagine a loud room feels overwhelming. What could you ask for?
Help: Practice a sentence about a need: I need help, space, company, or a break. Choose your own words.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-need-4.v1
Imagine a new activity starts. How might someone feel?
Help: Name one possible feeling and a clue. Another person might feel differently. Tell a grown-up or think quietly.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-name-5.v1
Imagine a new activity starts. What could you ask for?
Help: Practice a sentence about a need: I need help, space, company, or a break. Choose your own words.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-need-5.v1
Imagine a favorite book is found. How might someone feel?
Help: Name one possible feeling and a clue. Another person might feel differently. Tell a grown-up or think quietly.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-name-6.v1
Imagine a favorite book is found. What could you ask for?
Help: Practice a sentence about a need: I need help, space, company, or a break. Choose your own words.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-need-6.v1
Imagine a plan changes. How might someone feel?
Help: Name one possible feeling and a clue. Another person might feel differently. Tell a grown-up or think quietly.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-name-7.v1
Imagine a plan changes. What could you ask for?
Help: Practice a sentence about a need: I need help, space, company, or a break. Choose your own words.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-need-7.v1
Imagine a friend leaves for home. How might someone feel?
Help: Name one possible feeling and a clue. Another person might feel differently. Tell a grown-up or think quietly.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-name-8.v1
Imagine a friend leaves for home. What could you ask for?
Help: Practice a sentence about a need: I need help, space, company, or a break. Choose your own words.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-need-8.v1
Imagine a puzzle is finished. How might someone feel?
Help: Name one possible feeling and a clue. Another person might feel differently. Tell a grown-up or think quietly.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-name-9.v1
Imagine a puzzle is finished. What could you ask for?
Help: Practice a sentence about a need: I need help, space, company, or a break. Choose your own words.
Pip’s example: Pip says: I feel frustrated. I need a little help. Different people may feel differently.
adult-observation · adaptive
g1.feelings.feel-need-9.v1

feelings · Listen and ask for clarification (20 activities)

Idaho Health K–2 · June 1, 2023 · K-2.H.4.1.2

Coverage: partial. Adult observation needed; no automatic grade.

Practice listening when a friend explains a drawing.
Help: Ask a grown-up to play the other part. Listen, then tell what you heard. Check whether you understood.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-repeat-0.v1
Ask a helpful question when a friend explains a drawing.
Help: Try: Could you tell me more? or Which part do you mean? Practice with a grown-up.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-ask-0.v1
Practice listening when a grown-up gives two directions.
Help: Ask a grown-up to play the other part. Listen, then tell what you heard. Check whether you understood.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-repeat-1.v1
Ask a helpful question when a grown-up gives two directions.
Help: Try: Could you tell me more? or Which part do you mean? Practice with a grown-up.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-ask-1.v1
Practice listening when someone asks for a turn.
Help: Ask a grown-up to play the other part. Listen, then tell what you heard. Check whether you understood.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-repeat-2.v1
Ask a helpful question when someone asks for a turn.
Help: Try: Could you tell me more? or Which part do you mean? Practice with a grown-up.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-ask-2.v1
Practice listening when a partner describes a lost toy.
Help: Ask a grown-up to play the other part. Listen, then tell what you heard. Check whether you understood.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-repeat-3.v1
Ask a helpful question when a partner describes a lost toy.
Help: Try: Could you tell me more? or Which part do you mean? Practice with a grown-up.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-ask-3.v1
Practice listening when a friend tells a short story.
Help: Ask a grown-up to play the other part. Listen, then tell what you heard. Check whether you understood.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-repeat-4.v1
Ask a helpful question when a friend tells a short story.
Help: Try: Could you tell me more? or Which part do you mean? Practice with a grown-up.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-ask-4.v1
Practice listening when someone says a game feels too loud.
Help: Ask a grown-up to play the other part. Listen, then tell what you heard. Check whether you understood.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-repeat-5.v1
Ask a helpful question when someone says a game feels too loud.
Help: Try: Could you tell me more? or Which part do you mean? Practice with a grown-up.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-ask-5.v1
Practice listening when a partner suggests a plan.
Help: Ask a grown-up to play the other part. Listen, then tell what you heard. Check whether you understood.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-repeat-6.v1
Ask a helpful question when a partner suggests a plan.
Help: Try: Could you tell me more? or Which part do you mean? Practice with a grown-up.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-ask-6.v1
Practice listening when a friend explains a rule.
Help: Ask a grown-up to play the other part. Listen, then tell what you heard. Check whether you understood.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-repeat-7.v1
Ask a helpful question when a friend explains a rule.
Help: Try: Could you tell me more? or Which part do you mean? Practice with a grown-up.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-ask-7.v1
Practice listening when someone shares good news.
Help: Ask a grown-up to play the other part. Listen, then tell what you heard. Check whether you understood.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-repeat-8.v1
Ask a helpful question when someone shares good news.
Help: Try: Could you tell me more? or Which part do you mean? Practice with a grown-up.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-ask-8.v1
Practice listening when a partner changes an idea.
Help: Ask a grown-up to play the other part. Listen, then tell what you heard. Check whether you understood.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-repeat-9.v1
Ask a helpful question when a partner changes an idea.
Help: Try: Could you tell me more? or Which part do you mean? Practice with a grown-up.
Pip’s example: Pip waits, then says: Did you mean you want a turn next?
adult-observation · adaptive
g1.feelings.listen-ask-9.v1

feelings · Practice cooperative problem-solving (20 activities)

Idaho Health K–2 · June 1, 2023 · K-2.H.4.1.1–2; K-2.H.5.1.1–2

Coverage: partial. Adult observation needed; no automatic grade.

Think of two ideas for sharing one ball.
Help: Tell a grown-up two possible plans. Explain how each person could take part.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-plan-0.v1
Role-play sharing one ball, then try a different plan.
Help: Ask a grown-up to play a friend. Listen to their idea, try a respectful response, and change the plan if needed.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-repair-0.v1
Think of two ideas for choosing a song.
Help: Tell a grown-up two possible plans. Explain how each person could take part.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-plan-1.v1
Role-play choosing a song, then try a different plan.
Help: Ask a grown-up to play a friend. Listen to their idea, try a respectful response, and change the plan if needed.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-repair-1.v1
Think of two ideas for building with limited blocks.
Help: Tell a grown-up two possible plans. Explain how each person could take part.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-plan-2.v1
Role-play building with limited blocks, then try a different plan.
Help: Ask a grown-up to play a friend. Listen to their idea, try a respectful response, and change the plan if needed.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-repair-2.v1
Think of two ideas for welcoming a new player.
Help: Tell a grown-up two possible plans. Explain how each person could take part.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-plan-3.v1
Role-play welcoming a new player, then try a different plan.
Help: Ask a grown-up to play a friend. Listen to their idea, try a respectful response, and change the plan if needed.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-repair-3.v1
Think of two ideas for fixing a bumped tower.
Help: Tell a grown-up two possible plans. Explain how each person could take part.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-plan-4.v1
Role-play fixing a bumped tower, then try a different plan.
Help: Ask a grown-up to play a friend. Listen to their idea, try a respectful response, and change the plan if needed.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-repair-4.v1
Think of two ideas for taking turns with paint.
Help: Tell a grown-up two possible plans. Explain how each person could take part.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-plan-5.v1
Role-play taking turns with paint, then try a different plan.
Help: Ask a grown-up to play a friend. Listen to their idea, try a respectful response, and change the plan if needed.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-repair-5.v1
Think of two ideas for choosing a quiet game.
Help: Tell a grown-up two possible plans. Explain how each person could take part.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-plan-6.v1
Role-play choosing a quiet game, then try a different plan.
Help: Ask a grown-up to play a friend. Listen to their idea, try a respectful response, and change the plan if needed.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-repair-6.v1
Think of two ideas for working on different ideas.
Help: Tell a grown-up two possible plans. Explain how each person could take part.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-plan-7.v1
Role-play working on different ideas, then try a different plan.
Help: Ask a grown-up to play a friend. Listen to their idea, try a respectful response, and change the plan if needed.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-repair-7.v1
Think of two ideas for helping someone find a place.
Help: Tell a grown-up two possible plans. Explain how each person could take part.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-plan-8.v1
Role-play helping someone find a place, then try a different plan.
Help: Ask a grown-up to play a friend. Listen to their idea, try a respectful response, and change the plan if needed.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-repair-8.v1
Think of two ideas for ending a game kindly.
Help: Tell a grown-up two possible plans. Explain how each person could take part.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-plan-9.v1
Role-play ending a game kindly, then try a different plan.
Help: Ask a grown-up to play a friend. Listen to their idea, try a respectful response, and change the plan if needed.
Pip’s example: Pip and a friend both want a crayon. They discuss sharing or choosing another color.
adult-observation · adaptive
g1.feelings.friend-repair-9.v1

feelings · Set boundaries and seek trusted help (15 activities)

Idaho Health K–2 · June 1, 2023 · K-2.H.3.1.1–2; K-2.H.4.1.3–4

Coverage: partial. Adult observation needed; no automatic grade.

In a pretend story, someone keeps tickling after a stop request. What could the child do?
Help: Practice stopping, moving toward safety, and telling a trusted grown-up. You do not need to share a real experience. Ask your grown-up who could help.
Pip’s example: Pip can say stop, move to a safe place, and tell a trusted grown-up.
adult-observation · adaptive
g1.feelings.trusted-0.v1
In a pretend story, a ball rolls into a road. What could the child do?
Help: Practice stopping, moving toward safety, and telling a trusted grown-up. You do not need to share a real experience. Ask your grown-up who could help.
Pip’s example: Pip can say stop, move to a safe place, and tell a trusted grown-up.
adult-observation · adaptive
g1.feelings.trusted-1.v1
In a pretend story, an unfamiliar person asks you to go somewhere. What could the child do?
Help: Practice stopping, moving toward safety, and telling a trusted grown-up. You do not need to share a real experience. Ask your grown-up who could help.
Pip’s example: Pip can say stop, move to a safe place, and tell a trusted grown-up.
adult-observation · adaptive
g1.feelings.trusted-2.v1
In a pretend story, a game starts to feel unsafe. What could the child do?
Help: Practice stopping, moving toward safety, and telling a trusted grown-up. You do not need to share a real experience. Ask your grown-up who could help.
Pip’s example: Pip can say stop, move to a safe place, and tell a trusted grown-up.
adult-observation · adaptive
g1.feelings.trusted-3.v1
In a pretend story, someone asks for a private password. What could the child do?
Help: Practice stopping, moving toward safety, and telling a trusted grown-up. You do not need to share a real experience. Ask your grown-up who could help.
Pip’s example: Pip can say stop, move to a safe place, and tell a trusted grown-up.
adult-observation · adaptive
g1.feelings.trusted-4.v1
In a pretend story, a friend gets hurt. What could the child do?
Help: Practice stopping, moving toward safety, and telling a trusted grown-up. You do not need to share a real experience. Ask your grown-up who could help.
Pip’s example: Pip can say stop, move to a safe place, and tell a trusted grown-up.
adult-observation · adaptive
g1.feelings.trusted-5.v1
In a pretend story, a loud noise makes it hard to think. What could the child do?
Help: Practice stopping, moving toward safety, and telling a trusted grown-up. You do not need to share a real experience. Ask your grown-up who could help.
Pip’s example: Pip can say stop, move to a safe place, and tell a trusted grown-up.
adult-observation · adaptive
g1.feelings.trusted-6.v1
In a pretend story, you cannot find your grown-up in a shop. What could the child do?
Help: Practice stopping, moving toward safety, and telling a trusted grown-up. You do not need to share a real experience. Ask your grown-up who could help.
Pip’s example: Pip can say stop, move to a safe place, and tell a trusted grown-up.
adult-observation · adaptive
g1.feelings.trusted-7.v1
In a pretend story, someone wants a hug you do not want. What could the child do?
Help: Practice stopping, moving toward safety, and telling a trusted grown-up. You do not need to share a real experience. Ask your grown-up who could help.
Pip’s example: Pip can say stop, move to a safe place, and tell a trusted grown-up.
adult-observation · adaptive
g1.feelings.trusted-8.v1
In a pretend story, a tool seems too sharp. What could the child do?
Help: Practice stopping, moving toward safety, and telling a trusted grown-up. You do not need to share a real experience. Ask your grown-up who could help.
Pip’s example: Pip can say stop, move to a safe place, and tell a trusted grown-up.
adult-observation · adaptive
g1.feelings.trusted-9.v1
In a pretend story, a child is being left out repeatedly. What could the child do?
Help: Practice stopping, moving toward safety, and telling a trusted grown-up. You do not need to share a real experience. Ask your grown-up who could help.
Pip’s example: Pip can say stop, move to a safe place, and tell a trusted grown-up.
adult-observation · adaptive
g1.feelings.trusted-10.v1
In a pretend story, someone asks you to keep a worrying secret. What could the child do?
Help: Practice stopping, moving toward safety, and telling a trusted grown-up. You do not need to share a real experience. Ask your grown-up who could help.
Pip’s example: Pip can say stop, move to a safe place, and tell a trusted grown-up.
adult-observation · adaptive
g1.feelings.trusted-11.v1
In a pretend story, a playground item looks broken. What could the child do?
Help: Practice stopping, moving toward safety, and telling a trusted grown-up. You do not need to share a real experience. Ask your grown-up who could help.
Pip’s example: Pip can say stop, move to a safe place, and tell a trusted grown-up.
adult-observation · adaptive
g1.feelings.trusted-12.v1
In a pretend story, you feel unwell during play. What could the child do?
Help: Practice stopping, moving toward safety, and telling a trusted grown-up. You do not need to share a real experience. Ask your grown-up who could help.
Pip’s example: Pip can say stop, move to a safe place, and tell a trusted grown-up.
adult-observation · adaptive
g1.feelings.trusted-13.v1
In a pretend story, a message online feels uncomfortable. What could the child do?
Help: Practice stopping, moving toward safety, and telling a trusted grown-up. You do not need to share a real experience. Ask your grown-up who could help.
Pip’s example: Pip can say stop, move to a safe place, and tell a trusted grown-up.
adult-observation · adaptive
g1.feelings.trusted-14.v1

feelings · Discuss healthy and safe choices (15 activities)

Idaho Health K–2 · June 1, 2023 · K-2.H.5.1.1–2; K-2.H.7.1.1–2

Coverage: partial. Adult observation needed; no automatic grade.

Explain a helpful step: washing hands before a snack.
Help: Tell a grown-up why this may help. Practice the step together if appropriate. A game answer does not show what happens in real life.
Pip’s example: Pip asks a trusted grown-up for help with a choice that could affect safety.
adult-observation · adaptive
g1.feelings.healthy-0.v1
Explain a helpful step: choosing water after active play.
Help: Tell a grown-up why this may help. Practice the step together if appropriate. A game answer does not show what happens in real life.
Pip’s example: Pip asks a trusted grown-up for help with a choice that could affect safety.
adult-observation · adaptive
g1.feelings.healthy-1.v1
Explain a helpful step: taking a rest when tired.
Help: Tell a grown-up why this may help. Practice the step together if appropriate. A game answer does not show what happens in real life.
Pip’s example: Pip asks a trusted grown-up for help with a choice that could affect safety.
adult-observation · adaptive
g1.feelings.healthy-2.v1
Explain a helpful step: asking before using a new tool.
Help: Tell a grown-up why this may help. Practice the step together if appropriate. A game answer does not show what happens in real life.
Pip’s example: Pip asks a trusted grown-up for help with a choice that could affect safety.
adult-observation · adaptive
g1.feelings.healthy-3.v1
Explain a helpful step: putting on a helmet for a bike ride.
Help: Tell a grown-up why this may help. Practice the step together if appropriate. A game answer does not show what happens in real life.
Pip’s example: Pip asks a trusted grown-up for help with a choice that could affect safety.
adult-observation · adaptive
g1.feelings.healthy-4.v1
Explain a helpful step: covering a cough.
Help: Tell a grown-up why this may help. Practice the step together if appropriate. A game answer does not show what happens in real life.
Pip’s example: Pip asks a trusted grown-up for help with a choice that could affect safety.
adult-observation · adaptive
g1.feelings.healthy-5.v1
Explain a helpful step: moving in a way that feels comfortable.
Help: Tell a grown-up why this may help. Practice the step together if appropriate. A game answer does not show what happens in real life.
Pip’s example: Pip asks a trusted grown-up for help with a choice that could affect safety.
adult-observation · adaptive
g1.feelings.healthy-6.v1
Explain a helpful step: asking for help with a high shelf.
Help: Tell a grown-up why this may help. Practice the step together if appropriate. A game answer does not show what happens in real life.
Pip’s example: Pip asks a trusted grown-up for help with a choice that could affect safety.
adult-observation · adaptive
g1.feelings.healthy-7.v1
Explain a helpful step: making space for a quiet break.
Help: Tell a grown-up why this may help. Practice the step together if appropriate. A game answer does not show what happens in real life.
Pip’s example: Pip asks a trusted grown-up for help with a choice that could affect safety.
adult-observation · adaptive
g1.feelings.healthy-8.v1
Explain a helpful step: putting toys away from a walking path.
Help: Tell a grown-up why this may help. Practice the step together if appropriate. A game answer does not show what happens in real life.
Pip’s example: Pip asks a trusted grown-up for help with a choice that could affect safety.
adult-observation · adaptive
g1.feelings.healthy-9.v1
Explain a helpful step: staying with a grown-up near water.
Help: Tell a grown-up why this may help. Practice the step together if appropriate. A game answer does not show what happens in real life.
Pip’s example: Pip asks a trusted grown-up for help with a choice that could affect safety.
adult-observation · adaptive
g1.feelings.healthy-10.v1
Explain a helpful step: checking with an adult before tasting an unknown item.
Help: Tell a grown-up why this may help. Practice the step together if appropriate. A game answer does not show what happens in real life.
Pip’s example: Pip asks a trusted grown-up for help with a choice that could affect safety.
adult-observation · adaptive
g1.feelings.healthy-11.v1
Explain a helpful step: wearing suitable clothes for the weather.
Help: Tell a grown-up why this may help. Practice the step together if appropriate. A game answer does not show what happens in real life.
Pip’s example: Pip asks a trusted grown-up for help with a choice that could affect safety.
adult-observation · adaptive
g1.feelings.healthy-12.v1
Explain a helpful step: asking for help when hurt.
Help: Tell a grown-up why this may help. Practice the step together if appropriate. A game answer does not show what happens in real life.
Pip’s example: Pip asks a trusted grown-up for help with a choice that could affect safety.
adult-observation · adaptive
g1.feelings.healthy-13.v1
Explain a helpful step: using a comfortable sound level.
Help: Tell a grown-up why this may help. Practice the step together if appropriate. A game answer does not show what happens in real life.
Pip’s example: Pip asks a trusted grown-up for help with a choice that could affect safety.
adult-observation · adaptive
g1.feelings.healthy-14.v1

feelings · Set a small supported goal (10 activities)

Idaho Health K–2 · June 1, 2023 · K-2.H.6.1.1–2

Coverage: partial. Adult observation needed; no automatic grade.

Make a small plan to remember a handwashing step.
Help: Choose a time and a grown-up who can help. Try once, then talk about how it went. You may change the plan.
Pip’s example: Pip chooses one small step and a grown-up who can help. A goal can change when needed.
1. Choose one small step with a grown-up.
2. Try your step when it fits your day.
3. Talk about what helped and what to change.
adult-observation · adaptive
g1.feelings.goal-0.v1
Make a small plan to ask for a break.
Help: Choose a time and a grown-up who can help. Try once, then talk about how it went. You may change the plan.
Pip’s example: Pip chooses one small step and a grown-up who can help. A goal can change when needed.
1. Choose one small step with a grown-up.
2. Try your step when it fits your day.
3. Talk about what helped and what to change.
adult-observation · adaptive
g1.feelings.goal-1.v1
Make a small plan to listen to one complete idea.
Help: Choose a time and a grown-up who can help. Try once, then talk about how it went. You may change the plan.
Pip’s example: Pip chooses one small step and a grown-up who can help. A goal can change when needed.
1. Choose one small step with a grown-up.
2. Try your step when it fits your day.
3. Talk about what helped and what to change.
adult-observation · adaptive
g1.feelings.goal-2.v1
Make a small plan to put away one shared item.
Help: Choose a time and a grown-up who can help. Try once, then talk about how it went. You may change the plan.
Pip’s example: Pip chooses one small step and a grown-up who can help. A goal can change when needed.
1. Choose one small step with a grown-up.
2. Try your step when it fits your day.
3. Talk about what helped and what to change.
adult-observation · adaptive
g1.feelings.goal-3.v1
Make a small plan to ask for help with a task.
Help: Choose a time and a grown-up who can help. Try once, then talk about how it went. You may change the plan.
Pip’s example: Pip chooses one small step and a grown-up who can help. A goal can change when needed.
1. Choose one small step with a grown-up.
2. Try your step when it fits your day.
3. Talk about what helped and what to change.
adult-observation · adaptive
g1.feelings.goal-4.v1
Make a small plan to make time for comfortable movement.
Help: Choose a time and a grown-up who can help. Try once, then talk about how it went. You may change the plan.
Pip’s example: Pip chooses one small step and a grown-up who can help. A goal can change when needed.
1. Choose one small step with a grown-up.
2. Try your step when it fits your day.
3. Talk about what helped and what to change.
adult-observation · adaptive
g1.feelings.goal-5.v1
Make a small plan to practice a stop request.
Help: Choose a time and a grown-up who can help. Try once, then talk about how it went. You may change the plan.
Pip’s example: Pip chooses one small step and a grown-up who can help. A goal can change when needed.
1. Choose one small step with a grown-up.
2. Try your step when it fits your day.
3. Talk about what helped and what to change.
adult-observation · adaptive
g1.feelings.goal-6.v1
Make a small plan to prepare for a restful routine.
Help: Choose a time and a grown-up who can help. Try once, then talk about how it went. You may change the plan.
Pip’s example: Pip chooses one small step and a grown-up who can help. A goal can change when needed.
1. Choose one small step with a grown-up.
2. Try your step when it fits your day.
3. Talk about what helped and what to change.
adult-observation · adaptive
g1.feelings.goal-7.v1
Make a small plan to welcome someone into a game.
Help: Choose a time and a grown-up who can help. Try once, then talk about how it went. You may change the plan.
Pip’s example: Pip chooses one small step and a grown-up who can help. A goal can change when needed.
1. Choose one small step with a grown-up.
2. Try your step when it fits your day.
3. Talk about what helped and what to change.
adult-observation · adaptive
g1.feelings.goal-8.v1
Make a small plan to notice one kind action.
Help: Choose a time and a grown-up who can help. Try once, then talk about how it went. You may change the plan.
Pip’s example: Pip chooses one small step and a grown-up who can help. A goal can change when needed.
1. Choose one small step with a grown-up.
2. Try your step when it fits your day.
3. Talk about what helped and what to change.
adult-observation · adaptive
g1.feelings.goal-9.v1

music · Read and play a rhythm (20 activities)

Idaho General Music K–1 · April 29, 2024 · K-1.MU:GM.2.3

Coverage: partial. Adult observation needed; no automatic grade.

Play this rhythm: ● — — — —. Keep a steady beat.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-0.v1
Play this rhythm: — ● — — —. Keep a steady beat.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-1.v1
Play this rhythm: ● ● — — —. Keep a steady beat.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-2.v1
Play this rhythm: — — ● — —. Keep a steady beat.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-3.v1
Play this rhythm: ● — ● — —. Keep a steady beat.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-4.v1
Play this rhythm: — ● ● — —. Keep a steady beat.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-5.v1
Play this rhythm: ● ● ● — —. Keep a steady beat.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-6.v1
Play this rhythm: — — — ● —. Keep a steady beat.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-7.v1
Play this rhythm: ● — — ● —. Keep a steady beat.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-8.v1
Play this rhythm: — ● — ● —. Keep a steady beat.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-9.v1
Play this rhythm: ● ● — ● —. Invent an ending.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-10.v1
Play this rhythm: — — ● ● —. Invent an ending.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-11.v1
Play this rhythm: ● — ● ● —. Invent an ending.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-12.v1
Play this rhythm: — ● ● ● —. Invent an ending.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-13.v1
Play this rhythm: ● ● ● ● —. Invent an ending.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-14.v1
Play this rhythm: — — — — ●. Invent an ending.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-15.v1
Play this rhythm: ● — — — ●. Invent an ending.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-16.v1
Play this rhythm: — ● — — ●. Invent an ending.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-17.v1
Play this rhythm: ● ● — — ●. Invent an ending.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-18.v1
Play this rhythm: — — ● — ●. Invent an ending.
Help: Tap a surface gently or use the notes. A dash is a quiet beat. Try at your own pace and show a grown-up.
Pip’s example: Pip taps twice, then leaves a quiet space. A rest is part of the pattern.
adult-observation · adaptive
g1.music.rhythm-19.v1

music · Explore musical contrasts (20 activities)

Idaho General Music K–1 · April 29, 2024 · K-1.MU:GM.2.2

Coverage: partial. Adult observation needed; no automatic grade.

Explore rising and falling notes in tune 1.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-0.v1
Explore rising and falling notes in tune 2.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-1.v1
Explore rising and falling notes in tune 3.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-2.v1
Explore rising and falling notes in tune 4.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-3.v1
Explore rising and falling notes in tune 5.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-4.v1
Explore rising and falling notes in tune 6.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-5.v1
Explore rising and falling notes in tune 7.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-6.v1
Explore rising and falling notes in tune 8.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-7.v1
Explore rising and falling notes in tune 9.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-8.v1
Explore rising and falling notes in tune 10.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-9.v1
Explore same and different notes in tune 1.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-10.v1
Explore same and different notes in tune 2.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-11.v1
Explore same and different notes in tune 3.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-12.v1
Explore same and different notes in tune 4.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-13.v1
Explore same and different notes in tune 5.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-14.v1
Explore same and different notes in tune 6.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-15.v1
Explore same and different notes in tune 7.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-16.v1
Explore same and different notes in tune 8.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-17.v1
Explore same and different notes in tune 9.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-18.v1
Explore same and different notes in tune 10.
Help: Play Pip’s tune, then make a response. Point to or describe where the pitch goes up, down, or stays the same.
Pip’s example: Pip plays a low note, then a high note, and notices the change.
adult-observation · adaptive
g1.music.pitch-19.v1

music · Create an original tune (25 activities)

Idaho General Music K–1 · April 29, 2024 · K-1.MU:GM.1.1–2

Coverage: partial. Adult observation needed; no automatic grade.

Make a tune for a tiny bird.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-0.v1
Make a tune for a slow walk.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-1.v1
Make a tune for a surprise.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-2.v1
Make a tune for gentle rain.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-3.v1
Make a tune for a dancing leaf.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-4.v1
Make a tune for a sleepy cat.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-5.v1
Make a tune for a tall mountain.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-6.v1
Make a tune for a small stream.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-7.v1
Make a tune for a happy greeting.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-8.v1
Make a tune for a quiet goodbye.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-9.v1
Make a tune for a hopping frog.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-10.v1
Make a tune for a rolling ball.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-11.v1
Make a tune for a growing flower.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-12.v1
Make a tune for a windy day.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-13.v1
Make a tune for a boat rocking.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-14.v1
Make a tune for a rainbow.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-15.v1
Make a tune for a marching toy.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-16.v1
Make a tune for a floating feather.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-17.v1
Make a tune for a busy bee.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-18.v1
Make a tune for a soft snowfall.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-19.v1
Make a tune for a curious mouse.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-20.v1
Make a tune for a playful puppy.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-21.v1
Make a tune for a shining star.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-22.v1
Make a tune for a warm welcome.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-23.v1
Make a tune for a peaceful garden.
Help: Choose notes and quiet spaces. Play your idea. Tell a grown-up why the sounds fit your idea. There is more than one good tune.
Pip’s example: Pip chooses a few notes, plays them, and changes one to express an idea.
adult-observation · adaptive
g1.music.compose-24.v1

music · Use feedback to revise a tune (10 activities)

Idaho General Music K–1 · April 29, 2024 · K-1.MU:GM.2.1

Coverage: partial. Adult observation needed; no automatic grade.

Make and revise a tune for a tiny bird.
Help: Play your idea for a grown-up. Ask what they noticed. Change one part and compare before and after.
Pip’s example: A friend suggests a quieter ending. Pip tries it, then decides what fits.
adult-observation · adaptive
g1.music.revise-0.v1
Make and revise a tune for a slow walk.
Help: Play your idea for a grown-up. Ask what they noticed. Change one part and compare before and after.
Pip’s example: A friend suggests a quieter ending. Pip tries it, then decides what fits.
adult-observation · adaptive
g1.music.revise-1.v1
Make and revise a tune for a surprise.
Help: Play your idea for a grown-up. Ask what they noticed. Change one part and compare before and after.
Pip’s example: A friend suggests a quieter ending. Pip tries it, then decides what fits.
adult-observation · adaptive
g1.music.revise-2.v1
Make and revise a tune for gentle rain.
Help: Play your idea for a grown-up. Ask what they noticed. Change one part and compare before and after.
Pip’s example: A friend suggests a quieter ending. Pip tries it, then decides what fits.
adult-observation · adaptive
g1.music.revise-3.v1
Make and revise a tune for a dancing leaf.
Help: Play your idea for a grown-up. Ask what they noticed. Change one part and compare before and after.
Pip’s example: A friend suggests a quieter ending. Pip tries it, then decides what fits.
adult-observation · adaptive
g1.music.revise-4.v1
Make and revise a tune for a sleepy cat.
Help: Play your idea for a grown-up. Ask what they noticed. Change one part and compare before and after.
Pip’s example: A friend suggests a quieter ending. Pip tries it, then decides what fits.
adult-observation · adaptive
g1.music.revise-5.v1
Make and revise a tune for a tall mountain.
Help: Play your idea for a grown-up. Ask what they noticed. Change one part and compare before and after.
Pip’s example: A friend suggests a quieter ending. Pip tries it, then decides what fits.
adult-observation · adaptive
g1.music.revise-6.v1
Make and revise a tune for a small stream.
Help: Play your idea for a grown-up. Ask what they noticed. Change one part and compare before and after.
Pip’s example: A friend suggests a quieter ending. Pip tries it, then decides what fits.
adult-observation · adaptive
g1.music.revise-7.v1
Make and revise a tune for a happy greeting.
Help: Play your idea for a grown-up. Ask what they noticed. Change one part and compare before and after.
Pip’s example: A friend suggests a quieter ending. Pip tries it, then decides what fits.
adult-observation · adaptive
g1.music.revise-8.v1
Make and revise a tune for a quiet goodbye.
Help: Play your idea for a grown-up. Ask what they noticed. Change one part and compare before and after.
Pip’s example: A friend suggests a quieter ending. Pip tries it, then decides what fits.
adult-observation · adaptive
g1.music.revise-9.v1

music · Share music expressively (10 activities)

Idaho General Music K–1 · April 29, 2024 · K-1.MU:GM.3.1–2

Coverage: partial. Adult observation needed; no automatic grade.

Share a tune about a hopping frog.
Help: Choose how you want it to feel. Practice, then perform for a grown-up at a comfortable sound level. Tell them about a choice you made.
Pip’s example: Pip plays a tune for a grown-up and explains how it should feel.
adult-observation · adaptive
g1.music.perform-0.v1
Share a tune about a rolling ball.
Help: Choose how you want it to feel. Practice, then perform for a grown-up at a comfortable sound level. Tell them about a choice you made.
Pip’s example: Pip plays a tune for a grown-up and explains how it should feel.
adult-observation · adaptive
g1.music.perform-1.v1
Share a tune about a growing flower.
Help: Choose how you want it to feel. Practice, then perform for a grown-up at a comfortable sound level. Tell them about a choice you made.
Pip’s example: Pip plays a tune for a grown-up and explains how it should feel.
adult-observation · adaptive
g1.music.perform-2.v1
Share a tune about a windy day.
Help: Choose how you want it to feel. Practice, then perform for a grown-up at a comfortable sound level. Tell them about a choice you made.
Pip’s example: Pip plays a tune for a grown-up and explains how it should feel.
adult-observation · adaptive
g1.music.perform-3.v1
Share a tune about a boat rocking.
Help: Choose how you want it to feel. Practice, then perform for a grown-up at a comfortable sound level. Tell them about a choice you made.
Pip’s example: Pip plays a tune for a grown-up and explains how it should feel.
adult-observation · adaptive
g1.music.perform-4.v1
Share a tune about a rainbow.
Help: Choose how you want it to feel. Practice, then perform for a grown-up at a comfortable sound level. Tell them about a choice you made.
Pip’s example: Pip plays a tune for a grown-up and explains how it should feel.
adult-observation · adaptive
g1.music.perform-5.v1
Share a tune about a marching toy.
Help: Choose how you want it to feel. Practice, then perform for a grown-up at a comfortable sound level. Tell them about a choice you made.
Pip’s example: Pip plays a tune for a grown-up and explains how it should feel.
adult-observation · adaptive
g1.music.perform-6.v1
Share a tune about a floating feather.
Help: Choose how you want it to feel. Practice, then perform for a grown-up at a comfortable sound level. Tell them about a choice you made.
Pip’s example: Pip plays a tune for a grown-up and explains how it should feel.
adult-observation · adaptive
g1.music.perform-7.v1
Share a tune about a busy bee.
Help: Choose how you want it to feel. Practice, then perform for a grown-up at a comfortable sound level. Tell them about a choice you made.
Pip’s example: Pip plays a tune for a grown-up and explains how it should feel.
adult-observation · adaptive
g1.music.perform-8.v1
Share a tune about a soft snowfall.
Help: Choose how you want it to feel. Practice, then perform for a grown-up at a comfortable sound level. Tell them about a choice you made.
Pip’s example: Pip plays a tune for a grown-up and explains how it should feel.
adult-observation · adaptive
g1.music.perform-9.v1

music · Discuss music and its purposes (15 activities)

Idaho General Music K–1 · April 29, 2024 · K-1.MU:GM.4.1–2; K-1.MU:GM.5.1–2

Coverage: partial. Adult observation needed; no automatic grade.

What music might fit resting?
Help: Listen to Pip’s short tune or a song your grown-up chooses. Describe a sound you notice and why it fits—or does not fit. People may prefer different music.
Pip’s example: Pip says: This gentle tune might fit resting because the notes feel calm to me.
adult-observation · adaptive
g1.music.listen-0.v1
What music might fit a celebration?
Help: Listen to Pip’s short tune or a song your grown-up chooses. Describe a sound you notice and why it fits—or does not fit. People may prefer different music.
Pip’s example: Pip says: This gentle tune might fit resting because the notes feel calm to me.
adult-observation · adaptive
g1.music.listen-1.v1
What music might fit a welcome?
Help: Listen to Pip’s short tune or a song your grown-up chooses. Describe a sound you notice and why it fits—or does not fit. People may prefer different music.
Pip’s example: Pip says: This gentle tune might fit resting because the notes feel calm to me.
adult-observation · adaptive
g1.music.listen-2.v1
What music might fit a quiet story?
Help: Listen to Pip’s short tune or a song your grown-up chooses. Describe a sound you notice and why it fits—or does not fit. People may prefer different music.
Pip’s example: Pip says: This gentle tune might fit resting because the notes feel calm to me.
adult-observation · adaptive
g1.music.listen-3.v1
What music might fit a pretend parade?
Help: Listen to Pip’s short tune or a song your grown-up chooses. Describe a sound you notice and why it fits—or does not fit. People may prefer different music.
Pip’s example: Pip says: This gentle tune might fit resting because the notes feel calm to me.
adult-observation · adaptive
g1.music.listen-4.v1
What music might fit a dance?
Help: Listen to Pip’s short tune or a song your grown-up chooses. Describe a sound you notice and why it fits—or does not fit. People may prefer different music.
Pip’s example: Pip says: This gentle tune might fit resting because the notes feel calm to me.
adult-observation · adaptive
g1.music.listen-5.v1
What music might fit a game?
Help: Listen to Pip’s short tune or a song your grown-up chooses. Describe a sound you notice and why it fits—or does not fit. People may prefer different music.
Pip’s example: Pip says: This gentle tune might fit resting because the notes feel calm to me.
adult-observation · adaptive
g1.music.listen-6.v1
What music might fit a goodbye?
Help: Listen to Pip’s short tune or a song your grown-up chooses. Describe a sound you notice and why it fits—or does not fit. People may prefer different music.
Pip’s example: Pip says: This gentle tune might fit resting because the notes feel calm to me.
adult-observation · adaptive
g1.music.listen-7.v1
What music might fit a rainy scene?
Help: Listen to Pip’s short tune or a song your grown-up chooses. Describe a sound you notice and why it fits—or does not fit. People may prefer different music.
Pip’s example: Pip says: This gentle tune might fit resting because the notes feel calm to me.
adult-observation · adaptive
g1.music.listen-8.v1
What music might fit a gentle animal?
Help: Listen to Pip’s short tune or a song your grown-up chooses. Describe a sound you notice and why it fits—or does not fit. People may prefer different music.
Pip’s example: Pip says: This gentle tune might fit resting because the notes feel calm to me.
adult-observation · adaptive
g1.music.listen-9.v1
What music might fit a fast animal?
Help: Listen to Pip’s short tune or a song your grown-up chooses. Describe a sound you notice and why it fits—or does not fit. People may prefer different music.
Pip’s example: Pip says: This gentle tune might fit resting because the notes feel calm to me.
adult-observation · adaptive
g1.music.listen-10.v1
What music might fit a familiar family song?
Help: Listen to Pip’s short tune or a song your grown-up chooses. Describe a sound you notice and why it fits—or does not fit. People may prefer different music.
Pip’s example: Pip says: This gentle tune might fit resting because the notes feel calm to me.
adult-observation · adaptive
g1.music.listen-11.v1
What music might fit a community event?
Help: Listen to Pip’s short tune or a song your grown-up chooses. Describe a sound you notice and why it fits—or does not fit. People may prefer different music.
Pip’s example: Pip says: This gentle tune might fit resting because the notes feel calm to me.
adult-observation · adaptive
g1.music.listen-12.v1
What music might fit a happy story?
Help: Listen to Pip’s short tune or a song your grown-up chooses. Describe a sound you notice and why it fits—or does not fit. People may prefer different music.
Pip’s example: Pip says: This gentle tune might fit resting because the notes feel calm to me.
adult-observation · adaptive
g1.music.listen-13.v1
What music might fit a peaceful ending?
Help: Listen to Pip’s short tune or a song your grown-up chooses. Describe a sound you notice and why it fits—or does not fit. People may prefer different music.
Pip’s example: Pip says: This gentle tune might fit resting because the notes feel calm to me.
adult-observation · adaptive
g1.music.listen-14.v1

art · Observe and discuss image details (20 activities)

Idaho Visual Arts K–2 · April 29, 2024 · K-2.VA.1.1; K-2.VA.4.1–2

Coverage: partial. Adult observation needed; no automatic grade.

Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-0.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-1.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-2.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-3.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-4.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-5.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-6.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-7.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-8.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-9.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-10.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-11.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-12.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-13.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-14.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-15.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-16.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-17.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-18.v1
Look closely. What do these images represent?
Help: Point to two details: a color, shape, line, or relationship. Tell a grown-up what you notice, then sketch an idea inspired by it.
Pip’s example: Pip notices a leaf’s jagged edge and draws it. Looking closely can give an artist an idea.
adult-observation · adaptive
g1.art.observe-19.v1

art · Explore materials and tools (25 activities)

Idaho Visual Arts K–2 · April 29, 2024 · K-2.VA.1.2; K-2.VA.2.1

Coverage: partial. Adult observation needed; no automatic grade.

Explore making art with thin lines.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-0.v1
Explore making art with wide lines.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-1.v1
Explore making art with dots.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-2.v1
Explore making art with curves.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-3.v1
Explore making art with zigzags.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-4.v1
Explore making art with overlapping shapes.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-5.v1
Explore making art with light and dark marks.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-6.v1
Explore making art with repeated circles.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-7.v1
Explore making art with short strokes.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-8.v1
Explore making art with long strokes.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-9.v1
Explore making art with small squares.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-10.v1
Explore making art with large shapes.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-11.v1
Explore making art with warm colors.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-12.v1
Explore making art with cool colors.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-13.v1
Explore making art with two contrasting colors.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-14.v1
Explore making art with a limited palette.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-15.v1
Explore making art with a crayon on paper.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-16.v1
Explore making art with torn paper with a grown-up.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-17.v1
Explore making art with a soft pencil.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-18.v1
Explore making art with safe washable paint.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-19.v1
Explore making art with a textured paper.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-20.v1
Explore making art with a cardboard edge with paint.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-21.v1
Explore making art with a sponge with a grown-up.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-22.v1
Explore making art with clay with a grown-up.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-23.v1
Explore making art with a collage of safe scraps.
Help: Try several marks or arrangements. Use the board or safe physical materials with a grown-up. Explain what the tool or material can do.
Pip’s example: Pip tries a thin line and a broad mark, then chooses one for a picture.
adult-observation · adaptive
g1.art.material-24.v1

art · Create original artwork (25 activities)

Idaho Visual Arts K–2 · April 29, 2024 · K-2.VA.1.1–2

Coverage: partial. Adult observation needed; no automatic grade.

Make an original picture inspired by a tiny bird.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-0.v1
Make an original picture inspired by a slow walk.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-1.v1
Make an original picture inspired by a surprise.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-2.v1
Make an original picture inspired by gentle rain.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-3.v1
Make an original picture inspired by a dancing leaf.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-4.v1
Make an original picture inspired by a sleepy cat.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-5.v1
Make an original picture inspired by a tall mountain.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-6.v1
Make an original picture inspired by a small stream.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-7.v1
Make an original picture inspired by a happy greeting.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-8.v1
Make an original picture inspired by a quiet goodbye.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-9.v1
Make an original picture inspired by a hopping frog.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-10.v1
Make an original picture inspired by a rolling ball.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-11.v1
Make an original picture inspired by a growing flower.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-12.v1
Make an original picture inspired by a windy day.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-13.v1
Make an original picture inspired by a boat rocking.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-14.v1
Make an original picture inspired by a rainbow.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-15.v1
Make an original picture inspired by a marching toy.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-16.v1
Make an original picture inspired by a floating feather.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-17.v1
Make an original picture inspired by a busy bee.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-18.v1
Make an original picture inspired by a soft snowfall.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-19.v1
Make an original picture inspired by a curious mouse.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-20.v1
Make an original picture inspired by a playful puppy.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-21.v1
Make an original picture inspired by a shining star.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-22.v1
Make an original picture inspired by a warm welcome.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-23.v1
Make an original picture inspired by a peaceful garden.
Help: Observe or imagine a detail first. Choose your shapes, lines, and colors. Tell a grown-up what your picture represents.
Pip’s example: Pip chooses a subject and begins with a shape. An idea can change while making art.
adult-observation · adaptive
g1.art.create-24.v1

art · Experiment with another idea (15 activities)

Idaho Visual Arts K–2 · April 29, 2024 · K-2.VA.2.1

Coverage: partial. Adult observation needed; no automatic grade.

Try two art ideas for a tiny bird.
Help: Change a tool, color, arrangement, or material. Compare your two ideas. Both may work in different ways.
Pip’s example: Pip tries a second color on a new part of the page and compares the effect.
adult-observation · adaptive
g1.art.experiment-0.v1
Try two art ideas for a slow walk.
Help: Change a tool, color, arrangement, or material. Compare your two ideas. Both may work in different ways.
Pip’s example: Pip tries a second color on a new part of the page and compares the effect.
adult-observation · adaptive
g1.art.experiment-1.v1
Try two art ideas for a surprise.
Help: Change a tool, color, arrangement, or material. Compare your two ideas. Both may work in different ways.
Pip’s example: Pip tries a second color on a new part of the page and compares the effect.
adult-observation · adaptive
g1.art.experiment-2.v1
Try two art ideas for gentle rain.
Help: Change a tool, color, arrangement, or material. Compare your two ideas. Both may work in different ways.
Pip’s example: Pip tries a second color on a new part of the page and compares the effect.
adult-observation · adaptive
g1.art.experiment-3.v1
Try two art ideas for a dancing leaf.
Help: Change a tool, color, arrangement, or material. Compare your two ideas. Both may work in different ways.
Pip’s example: Pip tries a second color on a new part of the page and compares the effect.
adult-observation · adaptive
g1.art.experiment-4.v1
Try two art ideas for a sleepy cat.
Help: Change a tool, color, arrangement, or material. Compare your two ideas. Both may work in different ways.
Pip’s example: Pip tries a second color on a new part of the page and compares the effect.
adult-observation · adaptive
g1.art.experiment-5.v1
Try two art ideas for a tall mountain.
Help: Change a tool, color, arrangement, or material. Compare your two ideas. Both may work in different ways.
Pip’s example: Pip tries a second color on a new part of the page and compares the effect.
adult-observation · adaptive
g1.art.experiment-6.v1
Try two art ideas for a small stream.
Help: Change a tool, color, arrangement, or material. Compare your two ideas. Both may work in different ways.
Pip’s example: Pip tries a second color on a new part of the page and compares the effect.
adult-observation · adaptive
g1.art.experiment-7.v1
Try two art ideas for a happy greeting.
Help: Change a tool, color, arrangement, or material. Compare your two ideas. Both may work in different ways.
Pip’s example: Pip tries a second color on a new part of the page and compares the effect.
adult-observation · adaptive
g1.art.experiment-8.v1
Try two art ideas for a quiet goodbye.
Help: Change a tool, color, arrangement, or material. Compare your two ideas. Both may work in different ways.
Pip’s example: Pip tries a second color on a new part of the page and compares the effect.
adult-observation · adaptive
g1.art.experiment-9.v1
Try two art ideas for a hopping frog.
Help: Change a tool, color, arrangement, or material. Compare your two ideas. Both may work in different ways.
Pip’s example: Pip tries a second color on a new part of the page and compares the effect.
adult-observation · adaptive
g1.art.experiment-10.v1
Try two art ideas for a rolling ball.
Help: Change a tool, color, arrangement, or material. Compare your two ideas. Both may work in different ways.
Pip’s example: Pip tries a second color on a new part of the page and compares the effect.
adult-observation · adaptive
g1.art.experiment-11.v1
Try two art ideas for a growing flower.
Help: Change a tool, color, arrangement, or material. Compare your two ideas. Both may work in different ways.
Pip’s example: Pip tries a second color on a new part of the page and compares the effect.
adult-observation · adaptive
g1.art.experiment-12.v1
Try two art ideas for a windy day.
Help: Change a tool, color, arrangement, or material. Compare your two ideas. Both may work in different ways.
Pip’s example: Pip tries a second color on a new part of the page and compares the effect.
adult-observation · adaptive
g1.art.experiment-13.v1
Try two art ideas for a boat rocking.
Help: Change a tool, color, arrangement, or material. Compare your two ideas. Both may work in different ways.
Pip’s example: Pip tries a second color on a new part of the page and compares the effect.
adult-observation · adaptive
g1.art.experiment-14.v1

art · Care for and present artwork (5 activities)

Idaho Visual Arts K–2 · April 29, 2024 · K-2.VA.3.1

Coverage: partial. Adult observation needed; no automatic grade.

Plan how to care for and show a paper drawing.
Help: Talk with a grown-up about drying, handling, and a safe place to display it. Give it a title and explain a detail.
Pip’s example: Pip lets a painting dry, chooses where to show it, and carries it carefully.
adult-observation · adaptive
g1.art.present-0.v1
Plan how to care for and show a wet painting.
Help: Talk with a grown-up about drying, handling, and a safe place to display it. Give it a title and explain a detail.
Pip’s example: Pip lets a painting dry, chooses where to show it, and carries it carefully.
adult-observation · adaptive
g1.art.present-1.v1
Plan how to care for and show a clay model.
Help: Talk with a grown-up about drying, handling, and a safe place to display it. Give it a title and explain a detail.
Pip’s example: Pip lets a painting dry, chooses where to show it, and carries it carefully.
adult-observation · adaptive
g1.art.present-2.v1
Plan how to care for and show a collage.
Help: Talk with a grown-up about drying, handling, and a safe place to display it. Give it a title and explain a detail.
Pip’s example: Pip lets a painting dry, chooses where to show it, and carries it carefully.
adult-observation · adaptive
g1.art.present-3.v1
Plan how to care for and show a digital picture.
Help: Talk with a grown-up about drying, handling, and a safe place to display it. Give it a title and explain a detail.
Pip’s example: Pip lets a painting dry, chooses where to show it, and carries it carefully.
adult-observation · adaptive
g1.art.present-4.v1

art · Explore art in daily life (10 activities)

Idaho Visual Arts K–2 · April 29, 2024 · K-2.VA.5.1

Coverage: partial. Adult observation needed; no automatic grade.

Explore the purpose of a welcome sign.
Help: Look at a real example with a grown-up, or imagine one. Who might see it? What might it communicate? Sketch your own idea.
Pip’s example: Pip notices a mural in a shared place and asks what it shows people.
adult-observation · adaptive
g1.art.community-art-0.v1
Explore the purpose of a library display.
Help: Look at a real example with a grown-up, or imagine one. Who might see it? What might it communicate? Sketch your own idea.
Pip’s example: Pip notices a mural in a shared place and asks what it shows people.
adult-observation · adaptive
g1.art.community-art-1.v1
Explore the purpose of a garden mural.
Help: Look at a real example with a grown-up, or imagine one. Who might see it? What might it communicate? Sketch your own idea.
Pip’s example: Pip notices a mural in a shared place and asks what it shows people.
adult-observation · adaptive
g1.art.community-art-2.v1
Explore the purpose of a thank-you card.
Help: Look at a real example with a grown-up, or imagine one. Who might see it? What might it communicate? Sketch your own idea.
Pip’s example: Pip notices a mural in a shared place and asks what it shows people.
adult-observation · adaptive
g1.art.community-art-3.v1
Explore the purpose of a celebration banner.
Help: Look at a real example with a grown-up, or imagine one. Who might see it? What might it communicate? Sketch your own idea.
Pip’s example: Pip notices a mural in a shared place and asks what it shows people.
adult-observation · adaptive
g1.art.community-art-4.v1
Explore the purpose of a playground design.
Help: Look at a real example with a grown-up, or imagine one. Who might see it? What might it communicate? Sketch your own idea.
Pip’s example: Pip notices a mural in a shared place and asks what it shows people.
adult-observation · adaptive
g1.art.community-art-5.v1
Explore the purpose of a book cover.
Help: Look at a real example with a grown-up, or imagine one. Who might see it? What might it communicate? Sketch your own idea.
Pip’s example: Pip notices a mural in a shared place and asks what it shows people.
adult-observation · adaptive
g1.art.community-art-6.v1
Explore the purpose of a pattern on clothing.
Help: Look at a real example with a grown-up, or imagine one. Who might see it? What might it communicate? Sketch your own idea.
Pip’s example: Pip notices a mural in a shared place and asks what it shows people.
adult-observation · adaptive
g1.art.community-art-7.v1
Explore the purpose of a community notice.
Help: Look at a real example with a grown-up, or imagine one. Who might see it? What might it communicate? Sketch your own idea.
Pip’s example: Pip notices a mural in a shared place and asks what it shows people.
adult-observation · adaptive
g1.art.community-art-8.v1
Explore the purpose of a picture for a quiet corner.
Help: Look at a real example with a grown-up, or imagine one. Who might see it? What might it communicate? Sketch your own idea.
Pip’s example: Pip notices a mural in a shared place and asks what it shows people.
adult-observation · adaptive
g1.art.community-art-9.v1

Remaining coverage limits

No claim of full-standard coverage from these introductory routes.
Physical education, remaining health topics, technology, and other arts disciplines are not covered.
More varied independent checks are needed for fine-grained skills before applying the pilot rule.
Original work, oral reading, physical investigation, and social behavior require adult observation.