{
  "catalogVersion": "pip-g4-2026-09-v1",
  "reviewStatus": "Human educator review pending",
  "scope": "800 supplemental activities; coverage is partial. Completion levels are game progress, not standards mastery.",
  "pilot": "Four first-try independent successes in five varied checks over two sessions. Product hypothesis, not an Idaho cutoff. Review separately for each skill; never automatically grade creative work or real-world behavior.",
  "skills": [
    {
      "name": "Read multisyllable words using syllables and morphology",
      "standard": "4.FR-PH.3",
      "demo": [
        "re + cycle",
        "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
      ],
      "prerequisites": [],
      "id": "g4.reading.decode",
      "grade": 4,
      "subject": "g4-reading",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.reading.decode-beneficial.v1",
          "prompt": "Read beneficial, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "beneficial",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-beneficial",
          "completionId": "0-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-recycle.v1",
          "prompt": "Read recycle, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "recycle",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-recycle",
          "completionId": "7-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-unpredictable.v1",
          "prompt": "Read unpredictable, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "unpredictable",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-unpredictable",
          "completionId": "14-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-transportation.v1",
          "prompt": "Read transportation, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "transportation",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-transportation",
          "completionId": "21-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-uncomfortable.v1",
          "prompt": "Read uncomfortable, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "uncomfortable",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-uncomfortable",
          "completionId": "28-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-disagreement.v1",
          "prompt": "Read disagreement, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "disagreement",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-disagreement",
          "completionId": "35-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-observation.v1",
          "prompt": "Read observation, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "observation",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-observation",
          "completionId": "40-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-magnificent.v1",
          "prompt": "Read magnificent, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "magnificent",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-magnificent",
          "completionId": "45-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-independent.v1",
          "prompt": "Read independent, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "independent",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-independent",
          "completionId": "50-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-construction.v1",
          "prompt": "Read construction, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "construction",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-construction",
          "completionId": "55-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-biography.v1",
          "prompt": "Read biography, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "biography",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-biography",
          "completionId": "60-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-thermometer.v1",
          "prompt": "Read thermometer, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "thermometer",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-thermometer",
          "completionId": "63-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-geography.v1",
          "prompt": "Read geography, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "geography",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-geography",
          "completionId": "66-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-photograph.v1",
          "prompt": "Read photograph, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "photograph",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-photograph",
          "completionId": "69-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-invisible.v1",
          "prompt": "Read invisible, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "invisible",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-invisible",
          "completionId": "72-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-misunderstood.v1",
          "prompt": "Read misunderstood, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "misunderstood",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-misunderstood",
          "completionId": "75-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-reusable.v1",
          "prompt": "Read reusable, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "reusable",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-reusable",
          "completionId": "78-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-consideration.v1",
          "prompt": "Read consideration, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "consideration",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-consideration",
          "completionId": "81-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-responsibility.v1",
          "prompt": "Read responsibility, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "responsibility",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-responsibility",
          "completionId": "84-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.decode-remarkable.v1",
          "prompt": "Read remarkable, explain your word-part strategy, and use it in a sentence.",
          "stimulus": "remarkable",
          "hint": "Try syllables and familiar roots or affixes. A grown-up can listen, then help check a dictionary. No recording is needed.",
          "demonstration": [
            "re + cycle",
            "Pip finds a familiar root and affix, blends the syllables, and checks the word in context."
          ],
          "type": "work",
          "variantKey": "g4:reading:decode-remarkable",
          "completionId": "87-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Infer precise word meaning from context",
      "standard": "4.VD-WB.1a,c",
      "demo": [
        "A tentative plan",
        "Pip notices that a plan may still change, so tentative means not yet settled."
      ],
      "prerequisites": [],
      "id": "g4.reading.context",
      "grade": 4,
      "subject": "g4-reading",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.reading.word-meaning-0.v1",
          "prompt": "The tentative schedule might change after the weather report. Tentative means…",
          "answer": "not yet settled",
          "options": [
            {
              "label": "not yet settled"
            },
            {
              "label": "already canceled"
            },
            {
              "label": "very detailed"
            }
          ],
          "hint": "Use the sentence or stated word part, then check that the meaning fits.",
          "demonstration": [
            "A tentative plan",
            "Pip notices that a plan may still change, so tentative means not yet settled."
          ],
          "type": "choice",
          "variantKey": "g4:reading:word-meaning-0",
          "completionId": "1-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.word-meaning-1.v1",
          "prompt": "The trail was hazardous: loose stones slid under every step. Hazardous means…",
          "answer": "risky",
          "options": [
            {
              "label": "risky"
            },
            {
              "label": "peaceful"
            },
            {
              "label": "unmarked"
            }
          ],
          "hint": "Use the sentence or stated word part, then check that the meaning fits.",
          "demonstration": [
            "A tentative plan",
            "Pip notices that a plan may still change, so tentative means not yet settled."
          ],
          "type": "choice",
          "variantKey": "g4:reading:word-meaning-1",
          "completionId": "8-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.word-meaning-2.v1",
          "prompt": "The transparent lid let us see the seedlings. Transparent means…",
          "answer": "able to be seen through",
          "options": [
            {
              "label": "able to be seen through"
            },
            {
              "label": "able to bend"
            },
            {
              "label": "covered with soil"
            }
          ],
          "hint": "Use the sentence or stated word part, then check that the meaning fits.",
          "demonstration": [
            "A tentative plan",
            "Pip notices that a plan may still change, so tentative means not yet settled."
          ],
          "type": "choice",
          "variantKey": "g4:reading:word-meaning-2",
          "completionId": "15-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.word-meaning-3.v1",
          "prompt": "Unlike the abundant rain last month, only a little fell this week. Abundant means…",
          "answer": "plentiful",
          "options": [
            {
              "label": "plentiful"
            },
            {
              "label": "warm"
            },
            {
              "label": "unexpected"
            }
          ],
          "hint": "Use the sentence or stated word part, then check that the meaning fits.",
          "demonstration": [
            "A tentative plan",
            "Pip notices that a plan may still change, so tentative means not yet settled."
          ],
          "type": "choice",
          "variantKey": "g4:reading:word-meaning-3",
          "completionId": "22-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.word-meaning-4.v1",
          "prompt": "The results were consistent; every trial showed nearly the same pattern. Consistent means…",
          "answer": "similar across trials",
          "options": [
            {
              "label": "similar across trials"
            },
            {
              "label": "impossible to measure"
            },
            {
              "label": "different every time"
            }
          ],
          "hint": "Use the sentence or stated word part, then check that the meaning fits.",
          "demonstration": [
            "A tentative plan",
            "Pip notices that a plan may still change, so tentative means not yet settled."
          ],
          "type": "choice",
          "variantKey": "g4:reading:word-meaning-4",
          "completionId": "29-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Use Greek and Latin roots for meaning",
      "standard": "4.VD-WB.1b",
      "demo": [
        "therm means heat",
        "Pip connects thermometer with measuring temperature and checks the meaning in a reference."
      ],
      "prerequisites": [],
      "id": "g4.reading.roots",
      "grade": 4,
      "subject": "g4-reading",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.reading.word-meaning-5.v1",
          "prompt": "The root therm relates to heat. What does a thermometer help measure?",
          "answer": "temperature",
          "options": [
            {
              "label": "temperature"
            },
            {
              "label": "distance"
            },
            {
              "label": "sound level"
            }
          ],
          "hint": "Use the sentence or stated word part, then check that the meaning fits.",
          "demonstration": [
            "therm means heat",
            "Pip connects thermometer with measuring temperature and checks the meaning in a reference."
          ],
          "type": "choice",
          "variantKey": "g4:reading:word-meaning-5",
          "completionId": "36-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.word-meaning-6.v1",
          "prompt": "The root bio relates to life. What does biology study?",
          "answer": "living things",
          "options": [
            {
              "label": "living things"
            },
            {
              "label": "only rocks"
            },
            {
              "label": "only machines"
            }
          ],
          "hint": "Use the sentence or stated word part, then check that the meaning fits.",
          "demonstration": [
            "therm means heat",
            "Pip connects thermometer with measuring temperature and checks the meaning in a reference."
          ],
          "type": "choice",
          "variantKey": "g4:reading:word-meaning-6",
          "completionId": "41-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.word-meaning-7.v1",
          "prompt": "The root port relates to carrying. Which meaning fits portable?",
          "answer": "able to be carried",
          "options": [
            {
              "label": "able to be carried"
            },
            {
              "label": "able to be seen"
            },
            {
              "label": "unable to move"
            }
          ],
          "hint": "Use the sentence or stated word part, then check that the meaning fits.",
          "demonstration": [
            "therm means heat",
            "Pip connects thermometer with measuring temperature and checks the meaning in a reference."
          ],
          "type": "choice",
          "variantKey": "g4:reading:word-meaning-7",
          "completionId": "46-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.word-meaning-8.v1",
          "prompt": "The prefix pre means before. Which meaning fits preview?",
          "answer": "look at beforehand",
          "options": [
            {
              "label": "look at beforehand"
            },
            {
              "label": "look at again"
            },
            {
              "label": "look away"
            }
          ],
          "hint": "Use the sentence or stated word part, then check that the meaning fits.",
          "demonstration": [
            "therm means heat",
            "Pip connects thermometer with measuring temperature and checks the meaning in a reference."
          ],
          "type": "choice",
          "variantKey": "g4:reading:word-meaning-8",
          "completionId": "51-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.word-meaning-9.v1",
          "prompt": "The root graph relates to writing or recording. What is an autograph?",
          "answer": "a person’s own written signature",
          "options": [
            {
              "label": "a person’s own written signature"
            },
            {
              "label": "a map of a river"
            },
            {
              "label": "a type of vehicle"
            }
          ],
          "hint": "Use the sentence or stated word part, then check that the meaning fits.",
          "demonstration": [
            "therm means heat",
            "Pip connects thermometer with measuring temperature and checks the meaning in a reference."
          ],
          "type": "choice",
          "variantKey": "g4:reading:word-meaning-9",
          "completionId": "56-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Interpret idioms, proverbs and shades of meaning",
      "standard": "4.VD-WB.2a–b",
      "demo": [
        "Look before you leap",
        "Pip uses the situation to interpret the saying as thinking before acting."
      ],
      "prerequisites": [],
      "id": "g4.reading.idiom",
      "grade": 4,
      "subject": "g4-reading",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.reading.expression-0.v1",
          "prompt": "After one mistake, Jo wanted to quit. “Every cloud has a silver lining,” said Pip. What does Pip suggest?",
          "answer": "A difficult situation may have something positive.",
          "options": [
            {
              "label": "A difficult situation may have something positive."
            },
            {
              "label": "Clouds are made of metal."
            },
            {
              "label": "Mistakes cannot be changed."
            }
          ],
          "hint": "Use the situation rather than only the literal meaning of the words.",
          "demonstration": [
            "Look before you leap",
            "Pip uses the situation to interpret the saying as thinking before acting."
          ],
          "type": "choice",
          "variantKey": "g4:reading:expression-0",
          "completionId": "2-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.expression-1.v1",
          "prompt": "“Look before you leap,” said Ren before the team chose a plan. What is the advice?",
          "answer": "Think before acting.",
          "options": [
            {
              "label": "Think before acting."
            },
            {
              "label": "Jump as far as possible."
            },
            {
              "label": "Never make a choice."
            }
          ],
          "hint": "Use the situation rather than only the literal meaning of the words.",
          "demonstration": [
            "Look before you leap",
            "Pip uses the situation to interpret the saying as thinking before acting."
          ],
          "type": "choice",
          "variantKey": "g4:reading:expression-1",
          "completionId": "9-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.expression-2.v1",
          "prompt": "Mina decided to break the ice with a friendly question. What did she do?",
          "answer": "help people feel comfortable",
          "options": [
            {
              "label": "help people feel comfortable"
            },
            {
              "label": "damage a frozen pond"
            },
            {
              "label": "end the conversation"
            }
          ],
          "hint": "Use the situation rather than only the literal meaning of the words.",
          "demonstration": [
            "Look before you leap",
            "Pip uses the situation to interpret the saying as thinking before acting."
          ],
          "type": "choice",
          "variantKey": "g4:reading:expression-2",
          "completionId": "16-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.expression-3.v1",
          "prompt": "The clue was a piece of cake for Leo. What does that mean?",
          "answer": "It was easy for Leo.",
          "options": [
            {
              "label": "It was easy for Leo."
            },
            {
              "label": "It was about baking."
            },
            {
              "label": "It was impossible."
            }
          ],
          "hint": "Use the situation rather than only the literal meaning of the words.",
          "demonstration": [
            "Look before you leap",
            "Pip uses the situation to interpret the saying as thinking before acting."
          ],
          "type": "choice",
          "variantKey": "g4:reading:expression-3",
          "completionId": "23-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.expression-4.v1",
          "prompt": "Pip said the answer was on the tip of his tongue. What does he mean?",
          "answer": "He almost remembers it.",
          "options": [
            {
              "label": "He almost remembers it."
            },
            {
              "label": "He is tasting it."
            },
            {
              "label": "He has never heard it."
            }
          ],
          "hint": "Use the situation rather than only the literal meaning of the words.",
          "demonstration": [
            "Look before you leap",
            "Pip uses the situation to interpret the saying as thinking before acting."
          ],
          "type": "choice",
          "variantKey": "g4:reading:expression-4",
          "completionId": "30-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.expression-5.v1",
          "prompt": "The team must pull together to finish. What does pull together mean here?",
          "answer": "cooperate",
          "options": [
            {
              "label": "cooperate"
            },
            {
              "label": "move a rope"
            },
            {
              "label": "leave separately"
            }
          ],
          "hint": "Use the situation rather than only the literal meaning of the words.",
          "demonstration": [
            "Look before you leap",
            "Pip uses the situation to interpret the saying as thinking before acting."
          ],
          "type": "choice",
          "variantKey": "g4:reading:expression-5",
          "completionId": "37-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.expression-6.v1",
          "prompt": "Jo trembled before speaking. Which detail does trembled suggest more than moved?",
          "answer": "small shaking movements",
          "options": [
            {
              "label": "small shaking movements"
            },
            {
              "label": "a fast walk across the room"
            },
            {
              "label": "complete stillness"
            }
          ],
          "hint": "Use the situation rather than only the literal meaning of the words.",
          "demonstration": [
            "Look before you leap",
            "Pip uses the situation to interpret the saying as thinking before acting."
          ],
          "type": "choice",
          "variantKey": "g4:reading:expression-6",
          "completionId": "42-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.expression-7.v1",
          "prompt": "Which word suggests a more forceful request than asked?",
          "answer": "demanded",
          "options": [
            {
              "label": "demanded"
            },
            {
              "label": "wondered"
            },
            {
              "label": "mentioned"
            }
          ],
          "hint": "Use the situation rather than only the literal meaning of the words.",
          "demonstration": [
            "Look before you leap",
            "Pip uses the situation to interpret the saying as thinking before acting."
          ],
          "type": "choice",
          "variantKey": "g4:reading:expression-7",
          "completionId": "47-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.expression-8.v1",
          "prompt": "A character whispered rather than spoke. What changed?",
          "answer": "the voice became quieter",
          "options": [
            {
              "label": "the voice became quieter"
            },
            {
              "label": "the words became longer"
            },
            {
              "label": "the speaker moved away"
            }
          ],
          "hint": "Use the situation rather than only the literal meaning of the words.",
          "demonstration": [
            "Look before you leap",
            "Pip uses the situation to interpret the saying as thinking before acting."
          ],
          "type": "choice",
          "variantKey": "g4:reading:expression-8",
          "completionId": "52-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.expression-9.v1",
          "prompt": "“Don’t count your chickens before they hatch,” said Pip before the contest. What is the advice?",
          "answer": "Do not assume a result before it happens.",
          "options": [
            {
              "label": "Do not assume a result before it happens."
            },
            {
              "label": "Never count animals."
            },
            {
              "label": "Prepare only after winning."
            }
          ],
          "hint": "Use the situation rather than only the literal meaning of the words.",
          "demonstration": [
            "Look before you leap",
            "Pip uses the situation to interpret the saying as thinking before acting."
          ],
          "type": "choice",
          "variantKey": "g4:reading:expression-9",
          "completionId": "57-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Support a character inference with a textual detail",
      "standard": "4.RC-TE.3; 4.RC-L.5b",
      "demo": [
        "Claim + action",
        "Pip infers that a character is cautious and points to an action that supports the idea."
      ],
      "prerequisites": [],
      "id": "g4.reading.inference",
      "grade": 4,
      "subject": "g4-reading",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.reading.infer-0.v1",
          "prompt": "Which detail best supports this inference: Ren becomes more open to collaboration.",
          "answer": "He writes both names on the plans.",
          "readSections": [
            "Ren had designed the club’s bird feeder alone and expected everyone to admire it. During the first test, the roof tilted and spilled the seeds. Ren reached for the tape, but Amara asked whether the supports were equal. Ren nearly dismissed the question. Then he measured them and found one was shorter. Together they rebuilt the frame.",
            "When a bird finally landed, Ren wrote both names on the plans. The feeder was sturdier, and Ren had discovered that a useful question could matter as much as a clever design."
          ],
          "options": [
            {
              "label": "He writes both names on the plans."
            },
            {
              "label": "She shows how the bridge affected different people."
            },
            {
              "label": "The group makes room for drawing during planning."
            }
          ],
          "story": "Ren had designed the club’s bird feeder alone and expected everyone to admire it. During the first test, the roof tilted and spilled the seeds. Ren reached for the tape, but Amara asked whether the supports were equal. Ren nearly dismissed the question. Then he measured them and found one was shorter. Together they rebuilt the frame. When a bird finally landed, Ren wrote both names on the plans. The feeder was sturdier, and Ren had discovered that a useful question could matter as much as a clever design.",
          "hint": "Find an action or statement in this text that supports the inference.",
          "demonstration": [
            "Claim + action",
            "Pip infers that a character is cautious and points to an action that supports the idea."
          ],
          "type": "choice",
          "variantKey": "g4:reading:infer-0",
          "completionId": "3-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.infer-1.v1",
          "prompt": "Which detail best supports this inference: The narrator learns to adapt an explanation.",
          "answer": "The narrator uses a toy comparison after noticing confusion.",
          "readSections": [
            "I volunteered to guide the museum tour because I knew every display label. When a younger visitor asked why a cracked bowl had been repaired, I repeated the label. She still looked puzzled. I stopped and compared the bowl with a treasured toy someone might mend. Her face brightened. For the rest of the tour, I watched the visitors instead of racing through my notes.",
            "Knowing facts helped me prepare, but noticing what listeners needed helped me explain them."
          ],
          "options": [
            {
              "label": "The narrator uses a toy comparison after noticing confusion."
            },
            {
              "label": "The team compares conditions and plans another test."
            },
            {
              "label": "He traces the water and explains what changed his mind."
            }
          ],
          "story": "I volunteered to guide the museum tour because I knew every display label. When a younger visitor asked why a cracked bowl had been repaired, I repeated the label. She still looked puzzled. I stopped and compared the bowl with a treasured toy someone might mend. Her face brightened. For the rest of the tour, I watched the visitors instead of racing through my notes. Knowing facts helped me prepare, but noticing what listeners needed helped me explain them.",
          "hint": "Find an action or statement in this text that supports the inference.",
          "demonstration": [
            "Claim + action",
            "Pip infers that a character is cautious and points to an action that supports the idea."
          ],
          "type": "choice",
          "variantKey": "g4:reading:infer-1",
          "completionId": "24-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.infer-2.v1",
          "prompt": "Which detail best supports this inference: Sela becomes more thoughtful about sources.",
          "answer": "She shows how the bridge affected different people.",
          "readSections": [
            "Sela found two reports about the old bridge. One called it an obstacle to river traffic; the other called it a link between neighborhoods. She wanted a simple answer about whether the bridge had helped the town. Her teacher asked who had written each report and why. Sela marked the dates and authors, then revised her display.",
            "Instead of choosing one account as the whole truth, she showed how the bridge affected different people. A visitor stayed to read both sides of her display."
          ],
          "options": [
            {
              "label": "She shows how the bridge affected different people."
            },
            {
              "label": "She experiments with empty space and revises the plan."
            },
            {
              "label": "The narrator rewrites the paragraph in understandable words."
            }
          ],
          "story": "Sela found two reports about the old bridge. One called it an obstacle to river traffic; the other called it a link between neighborhoods. She wanted a simple answer about whether the bridge had helped the town. Her teacher asked who had written each report and why. Sela marked the dates and authors, then revised her display. Instead of choosing one account as the whole truth, she showed how the bridge affected different people. A visitor stayed to read both sides of her display.",
          "hint": "Find an action or statement in this text that supports the inference.",
          "demonstration": [
            "Claim + action",
            "Pip infers that a character is cautious and points to an action that supports the idea."
          ],
          "type": "choice",
          "variantKey": "g4:reading:infer-2",
          "completionId": "43-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.infer-3.v1",
          "prompt": "Which detail best supports this inference: The narrator starts treating failure as information.",
          "answer": "The team compares conditions and plans another test.",
          "readSections": [
            "Our team’s solar model failed during the demonstration. I wanted to hide it behind the successful models. My partner opened our notebook and pointed to the tests that had worked. We compared the room with the sunny window where we had practiced and tried again near the light. The model moved slowly. We explained the difference to the visitors and added a question for our next test.",
            "I left with an unfinished design, but also with a clearer idea of what evidence could teach us."
          ],
          "options": [
            {
              "label": "The team compares conditions and plans another test."
            },
            {
              "label": "The group makes room for drawing during planning."
            },
            {
              "label": "She explains which changes need more time."
            }
          ],
          "story": "Our team’s solar model failed during the demonstration. I wanted to hide it behind the successful models. My partner opened our notebook and pointed to the tests that had worked. We compared the room with the sunny window where we had practiced and tried again near the light. The model moved slowly. We explained the difference to the visitors and added a question for our next test. I left with an unfinished design, but also with a clearer idea of what evidence could teach us.",
          "hint": "Find an action or statement in this text that supports the inference.",
          "demonstration": [
            "Claim + action",
            "Pip infers that a character is cautious and points to an action that supports the idea."
          ],
          "type": "choice",
          "variantKey": "g4:reading:infer-3",
          "completionId": "58-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.infer-4.v1",
          "prompt": "Which detail best supports this inference: Dara becomes willing to use feedback.",
          "answer": "She experiments with empty space and revises the plan.",
          "readSections": [
            "Dara’s first mural sketch filled every space with bright shapes. The librarian said she could not find the central image. Dara felt the comment was unfair; she had worked for hours. That evening she covered parts of the sketch with plain paper and looked again. A single blue bird suddenly stood out. Dara kept a photograph of the crowded version and made a simpler plan.",
            "At the opening, she described the change instead of pretending the first plan had been perfect."
          ],
          "options": [
            {
              "label": "She experiments with empty space and revises the plan."
            },
            {
              "label": "He traces the water and explains what changed his mind."
            },
            {
              "label": "The group uses the chart to propose a change."
            }
          ],
          "story": "Dara’s first mural sketch filled every space with bright shapes. The librarian said she could not find the central image. Dara felt the comment was unfair; she had worked for hours. That evening she covered parts of the sketch with plain paper and looked again. A single blue bird suddenly stood out. Dara kept a photograph of the crowded version and made a simpler plan. At the opening, she described the change instead of pretending the first plan had been perfect.",
          "hint": "Find an action or statement in this text that supports the inference.",
          "demonstration": [
            "Claim + action",
            "Pip infers that a character is cautious and points to an action that supports the idea."
          ],
          "type": "choice",
          "variantKey": "g4:reading:infer-4",
          "completionId": "67-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.infer-5.v1",
          "prompt": "Which detail best supports this inference: The narrator questions an assumption about participation.",
          "answer": "The group makes room for drawing during planning.",
          "readSections": [
            "I assumed the quietest member of our group had no ideas for the play. While others argued about the ending, Niko drew a scene showing the missing key beneath the stage. His plan solved a problem none of us had noticed. I asked him to explain, and we made room for drawing as well as talking during our planning meetings. Our ending improved.",
            "I also learned that listening sometimes means looking carefully and allowing more than one way to share an idea."
          ],
          "options": [
            {
              "label": "The group makes room for drawing during planning."
            },
            {
              "label": "The narrator rewrites the paragraph in understandable words."
            },
            {
              "label": "He writes both names on the plans."
            }
          ],
          "story": "I assumed the quietest member of our group had no ideas for the play. While others argued about the ending, Niko drew a scene showing the missing key beneath the stage. His plan solved a problem none of us had noticed. I asked him to explain, and we made room for drawing as well as talking during our planning meetings. Our ending improved. I also learned that listening sometimes means looking carefully and allowing more than one way to share an idea.",
          "hint": "Find an action or statement in this text that supports the inference.",
          "demonstration": [
            "Claim + action",
            "Pip infers that a character is cautious and points to an action that supports the idea."
          ],
          "type": "choice",
          "variantKey": "g4:reading:infer-5",
          "completionId": "76-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.infer-6.v1",
          "prompt": "Which detail best supports this inference: Ben becomes more willing to revise a claim.",
          "answer": "He traces the water and explains what changed his mind.",
          "readSections": [
            "When the garden path flooded, Ben blamed the new raised beds. His grandmother suggested following the water before deciding. They watched rain run from a nearby roof into the path. Ben drew arrows on a map and compared the flow with last month’s photographs. The beds were not blocking the drain as he had assumed. At the meeting, he explained what had changed his mind.",
            "The group planned a small model to test a different route for the runoff."
          ],
          "options": [
            {
              "label": "He traces the water and explains what changed his mind."
            },
            {
              "label": "She explains which changes need more time."
            },
            {
              "label": "The narrator uses a toy comparison after noticing confusion."
            }
          ],
          "story": "When the garden path flooded, Ben blamed the new raised beds. His grandmother suggested following the water before deciding. They watched rain run from a nearby roof into the path. Ben drew arrows on a map and compared the flow with last month’s photographs. The beds were not blocking the drain as he had assumed. At the meeting, he explained what had changed his mind. The group planned a small model to test a different route for the runoff.",
          "hint": "Find an action or statement in this text that supports the inference.",
          "demonstration": [
            "Claim + action",
            "Pip infers that a character is cautious and points to an action that supports the idea."
          ],
          "type": "choice",
          "variantKey": "g4:reading:infer-6",
          "completionId": "85-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.infer-7.v1",
          "prompt": "Which detail best supports this inference: The narrator values clarity over showy language.",
          "answer": "The narrator rewrites the paragraph in understandable words.",
          "readSections": [
            "I wanted our newsletter to sound impressive, so I copied long phrases from my sources. When I read the draft aloud, even I could not explain one sentence. I went back to the notes, asked what each source actually said, and wrote a simpler paragraph. I listed the sources at the end. My friend asked a thoughtful question after reading it.",
            "I realized clear writing could invite a conversation, while impressive words alone might shut one down."
          ],
          "options": [
            {
              "label": "The narrator rewrites the paragraph in understandable words."
            },
            {
              "label": "The group uses the chart to propose a change."
            },
            {
              "label": "She shows how the bridge affected different people."
            }
          ],
          "story": "I wanted our newsletter to sound impressive, so I copied long phrases from my sources. When I read the draft aloud, even I could not explain one sentence. I went back to the notes, asked what each source actually said, and wrote a simpler paragraph. I listed the sources at the end. My friend asked a thoughtful question after reading it. I realized clear writing could invite a conversation, while impressive words alone might shut one down.",
          "hint": "Find an action or statement in this text that supports the inference.",
          "demonstration": [
            "Claim + action",
            "Pip infers that a character is cautious and points to an action that supports the idea."
          ],
          "type": "choice",
          "variantKey": "g4:reading:infer-7",
          "completionId": "91-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.infer-8.v1",
          "prompt": "Which detail best supports this inference: Maya learns to communicate realistic limits.",
          "answer": "She explains which changes need more time.",
          "readSections": [
            "Maya promised to finish the costumes before rehearsals. She accepted every extra request because she did not want to disappoint anyone. Soon the unfinished pile hid her worktable. Maya listed the tasks, asked two friends for help, and told the director which changes would take more time. Some decorations were left out, but every actor had a costume.",
            "Maya learned that being dependable included communicating limits, not only saying yes."
          ],
          "options": [
            {
              "label": "She explains which changes need more time."
            },
            {
              "label": "He writes both names on the plans."
            },
            {
              "label": "The team compares conditions and plans another test."
            }
          ],
          "story": "Maya promised to finish the costumes before rehearsals. She accepted every extra request because she did not want to disappoint anyone. Soon the unfinished pile hid her worktable. Maya listed the tasks, asked two friends for help, and told the director which changes would take more time. Some decorations were left out, but every actor had a costume. Maya learned that being dependable included communicating limits, not only saying yes.",
          "hint": "Find an action or statement in this text that supports the inference.",
          "demonstration": [
            "Claim + action",
            "Pip infers that a character is cautious and points to an action that supports the idea."
          ],
          "type": "choice",
          "variantKey": "g4:reading:infer-8",
          "completionId": "94-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.infer-9.v1",
          "prompt": "Which detail best supports this inference: The narrator recognizes the value of recording evidence.",
          "answer": "The group uses the chart to propose a change.",
          "readSections": [
            "I arrived at the river cleanup ready to collect the most rubbish. A volunteer asked me to record what kinds of litter we found. At first, writing totals felt less important than filling a bag. Later the group used our chart to propose more bins near the picnic area. My notes had helped explain where a change might matter.",
            "I still enjoyed collecting litter, but I now saw how careful records could turn one afternoon’s effort into a longer-lasting improvement."
          ],
          "options": [
            {
              "label": "The group uses the chart to propose a change."
            },
            {
              "label": "The narrator uses a toy comparison after noticing confusion."
            },
            {
              "label": "She experiments with empty space and revises the plan."
            }
          ],
          "story": "I arrived at the river cleanup ready to collect the most rubbish. A volunteer asked me to record what kinds of litter we found. At first, writing totals felt less important than filling a bag. Later the group used our chart to propose more bins near the picnic area. My notes had helped explain where a change might matter. I still enjoyed collecting litter, but I now saw how careful records could turn one afternoon’s effort into a longer-lasting improvement.",
          "hint": "Find an action or statement in this text that supports the inference.",
          "demonstration": [
            "Claim + action",
            "Pip infers that a character is cautious and points to an action that supports the idea."
          ],
          "type": "choice",
          "variantKey": "g4:reading:infer-9",
          "completionId": "97-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Explain a theme using story events",
      "standard": "4.RC-L.5a",
      "demo": [
        "Events → theme",
        "Pip connects several events to a theme and checks that the ending supports it."
      ],
      "prerequisites": [],
      "id": "g4.reading.theme",
      "grade": 4,
      "subject": "g4-reading",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.reading.theme-0.v1",
          "prompt": "Which theme is best supported by the events?",
          "answer": "Listening to others can improve our work.",
          "readSections": [
            "Ren had designed the club’s bird feeder alone and expected everyone to admire it. During the first test, the roof tilted and spilled the seeds. Ren reached for the tape, but Amara asked whether the supports were equal. Ren nearly dismissed the question. Then he measured them and found one was shorter. Together they rebuilt the frame.",
            "When a bird finally landed, Ren wrote both names on the plans. The feeder was sturdier, and Ren had discovered that a useful question could matter as much as a clever design."
          ],
          "options": [
            {
              "label": "Listening to others can improve our work."
            },
            {
              "label": "Setbacks can lead to useful questions."
            },
            {
              "label": "Evidence can change an initial explanation."
            }
          ],
          "story": "Ren had designed the club’s bird feeder alone and expected everyone to admire it. During the first test, the roof tilted and spilled the seeds. Ren reached for the tape, but Amara asked whether the supports were equal. Ren nearly dismissed the question. Then he measured them and found one was shorter. Together they rebuilt the frame. When a bird finally landed, Ren wrote both names on the plans. The feeder was sturdier, and Ren had discovered that a useful question could matter as much as a clever design.",
          "hint": "Connect the beginning, the character’s decisions, and the ending.",
          "demonstration": [
            "Events → theme",
            "Pip connects several events to a theme and checks that the ending supports it."
          ],
          "type": "choice",
          "variantKey": "g4:reading:theme-0",
          "completionId": "10-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.theme-1.v1",
          "prompt": "Which theme is best supported by the events?",
          "answer": "Good communication considers the listener.",
          "readSections": [
            "I volunteered to guide the museum tour because I knew every display label. When a younger visitor asked why a cracked bowl had been repaired, I repeated the label. She still looked puzzled. I stopped and compared the bowl with a treasured toy someone might mend. Her face brightened. For the rest of the tour, I watched the visitors instead of racing through my notes.",
            "Knowing facts helped me prepare, but noticing what listeners needed helped me explain them."
          ],
          "options": [
            {
              "label": "Good communication considers the listener."
            },
            {
              "label": "Revision can strengthen an idea."
            },
            {
              "label": "Understanding matters more than sounding impressive."
            }
          ],
          "story": "I volunteered to guide the museum tour because I knew every display label. When a younger visitor asked why a cracked bowl had been repaired, I repeated the label. She still looked puzzled. I stopped and compared the bowl with a treasured toy someone might mend. Her face brightened. For the rest of the tour, I watched the visitors instead of racing through my notes. Knowing facts helped me prepare, but noticing what listeners needed helped me explain them.",
          "hint": "Connect the beginning, the character’s decisions, and the ending.",
          "demonstration": [
            "Events → theme",
            "Pip connects several events to a theme and checks that the ending supports it."
          ],
          "type": "choice",
          "variantKey": "g4:reading:theme-1",
          "completionId": "31-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.theme-2.v1",
          "prompt": "Which theme is best supported by the events?",
          "answer": "Different perspectives can deepen understanding.",
          "readSections": [
            "Sela found two reports about the old bridge. One called it an obstacle to river traffic; the other called it a link between neighborhoods. She wanted a simple answer about whether the bridge had helped the town. Her teacher asked who had written each report and why. Sela marked the dates and authors, then revised her display.",
            "Instead of choosing one account as the whole truth, she showed how the bridge affected different people. A visitor stayed to read both sides of her display."
          ],
          "options": [
            {
              "label": "Different perspectives can deepen understanding."
            },
            {
              "label": "People contribute in different ways."
            },
            {
              "label": "Responsibility includes asking for help and planning honestly."
            }
          ],
          "story": "Sela found two reports about the old bridge. One called it an obstacle to river traffic; the other called it a link between neighborhoods. She wanted a simple answer about whether the bridge had helped the town. Her teacher asked who had written each report and why. Sela marked the dates and authors, then revised her display. Instead of choosing one account as the whole truth, she showed how the bridge affected different people. A visitor stayed to read both sides of her display.",
          "hint": "Connect the beginning, the character’s decisions, and the ending.",
          "demonstration": [
            "Events → theme",
            "Pip connects several events to a theme and checks that the ending supports it."
          ],
          "type": "choice",
          "variantKey": "g4:reading:theme-2",
          "completionId": "48-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.theme-3.v1",
          "prompt": "Which theme is best supported by the events?",
          "answer": "Setbacks can lead to useful questions.",
          "readSections": [
            "Our team’s solar model failed during the demonstration. I wanted to hide it behind the successful models. My partner opened our notebook and pointed to the tests that had worked. We compared the room with the sunny window where we had practiced and tried again near the light. The model moved slowly. We explained the difference to the visitors and added a question for our next test.",
            "I left with an unfinished design, but also with a clearer idea of what evidence could teach us."
          ],
          "options": [
            {
              "label": "Setbacks can lead to useful questions."
            },
            {
              "label": "Evidence can change an initial explanation."
            },
            {
              "label": "Careful observations can support useful action."
            }
          ],
          "story": "Our team’s solar model failed during the demonstration. I wanted to hide it behind the successful models. My partner opened our notebook and pointed to the tests that had worked. We compared the room with the sunny window where we had practiced and tried again near the light. The model moved slowly. We explained the difference to the visitors and added a question for our next test. I left with an unfinished design, but also with a clearer idea of what evidence could teach us.",
          "hint": "Connect the beginning, the character’s decisions, and the ending.",
          "demonstration": [
            "Events → theme",
            "Pip connects several events to a theme and checks that the ending supports it."
          ],
          "type": "choice",
          "variantKey": "g4:reading:theme-3",
          "completionId": "61-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.theme-4.v1",
          "prompt": "Which theme is best supported by the events?",
          "answer": "Revision can strengthen an idea.",
          "readSections": [
            "Dara’s first mural sketch filled every space with bright shapes. The librarian said she could not find the central image. Dara felt the comment was unfair; she had worked for hours. That evening she covered parts of the sketch with plain paper and looked again. A single blue bird suddenly stood out. Dara kept a photograph of the crowded version and made a simpler plan.",
            "At the opening, she described the change instead of pretending the first plan had been perfect."
          ],
          "options": [
            {
              "label": "Revision can strengthen an idea."
            },
            {
              "label": "Understanding matters more than sounding impressive."
            },
            {
              "label": "Listening to others can improve our work."
            }
          ],
          "story": "Dara’s first mural sketch filled every space with bright shapes. The librarian said she could not find the central image. Dara felt the comment was unfair; she had worked for hours. That evening she covered parts of the sketch with plain paper and looked again. A single blue bird suddenly stood out. Dara kept a photograph of the crowded version and made a simpler plan. At the opening, she described the change instead of pretending the first plan had been perfect.",
          "hint": "Connect the beginning, the character’s decisions, and the ending.",
          "demonstration": [
            "Events → theme",
            "Pip connects several events to a theme and checks that the ending supports it."
          ],
          "type": "choice",
          "variantKey": "g4:reading:theme-4",
          "completionId": "70-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.theme-5.v1",
          "prompt": "Which theme is best supported by the events?",
          "answer": "People contribute in different ways.",
          "readSections": [
            "I assumed the quietest member of our group had no ideas for the play. While others argued about the ending, Niko drew a scene showing the missing key beneath the stage. His plan solved a problem none of us had noticed. I asked him to explain, and we made room for drawing as well as talking during our planning meetings. Our ending improved.",
            "I also learned that listening sometimes means looking carefully and allowing more than one way to share an idea."
          ],
          "options": [
            {
              "label": "People contribute in different ways."
            },
            {
              "label": "Responsibility includes asking for help and planning honestly."
            },
            {
              "label": "Good communication considers the listener."
            }
          ],
          "story": "I assumed the quietest member of our group had no ideas for the play. While others argued about the ending, Niko drew a scene showing the missing key beneath the stage. His plan solved a problem none of us had noticed. I asked him to explain, and we made room for drawing as well as talking during our planning meetings. Our ending improved. I also learned that listening sometimes means looking carefully and allowing more than one way to share an idea.",
          "hint": "Connect the beginning, the character’s decisions, and the ending.",
          "demonstration": [
            "Events → theme",
            "Pip connects several events to a theme and checks that the ending supports it."
          ],
          "type": "choice",
          "variantKey": "g4:reading:theme-5",
          "completionId": "79-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.theme-6.v1",
          "prompt": "Which theme is best supported by the events?",
          "answer": "Evidence can change an initial explanation.",
          "readSections": [
            "When the garden path flooded, Ben blamed the new raised beds. His grandmother suggested following the water before deciding. They watched rain run from a nearby roof into the path. Ben drew arrows on a map and compared the flow with last month’s photographs. The beds were not blocking the drain as he had assumed. At the meeting, he explained what had changed his mind.",
            "The group planned a small model to test a different route for the runoff."
          ],
          "options": [
            {
              "label": "Evidence can change an initial explanation."
            },
            {
              "label": "Careful observations can support useful action."
            },
            {
              "label": "Different perspectives can deepen understanding."
            }
          ],
          "story": "When the garden path flooded, Ben blamed the new raised beds. His grandmother suggested following the water before deciding. They watched rain run from a nearby roof into the path. Ben drew arrows on a map and compared the flow with last month’s photographs. The beds were not blocking the drain as he had assumed. At the meeting, he explained what had changed his mind. The group planned a small model to test a different route for the runoff.",
          "hint": "Connect the beginning, the character’s decisions, and the ending.",
          "demonstration": [
            "Events → theme",
            "Pip connects several events to a theme and checks that the ending supports it."
          ],
          "type": "choice",
          "variantKey": "g4:reading:theme-6",
          "completionId": "88-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.theme-7.v1",
          "prompt": "Which theme is best supported by the events?",
          "answer": "Understanding matters more than sounding impressive.",
          "readSections": [
            "I wanted our newsletter to sound impressive, so I copied long phrases from my sources. When I read the draft aloud, even I could not explain one sentence. I went back to the notes, asked what each source actually said, and wrote a simpler paragraph. I listed the sources at the end. My friend asked a thoughtful question after reading it.",
            "I realized clear writing could invite a conversation, while impressive words alone might shut one down."
          ],
          "options": [
            {
              "label": "Understanding matters more than sounding impressive."
            },
            {
              "label": "Listening to others can improve our work."
            },
            {
              "label": "Setbacks can lead to useful questions."
            }
          ],
          "story": "I wanted our newsletter to sound impressive, so I copied long phrases from my sources. When I read the draft aloud, even I could not explain one sentence. I went back to the notes, asked what each source actually said, and wrote a simpler paragraph. I listed the sources at the end. My friend asked a thoughtful question after reading it. I realized clear writing could invite a conversation, while impressive words alone might shut one down.",
          "hint": "Connect the beginning, the character’s decisions, and the ending.",
          "demonstration": [
            "Events → theme",
            "Pip connects several events to a theme and checks that the ending supports it."
          ],
          "type": "choice",
          "variantKey": "g4:reading:theme-7",
          "completionId": "92-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.theme-8.v1",
          "prompt": "Which theme is best supported by the events?",
          "answer": "Responsibility includes asking for help and planning honestly.",
          "readSections": [
            "Maya promised to finish the costumes before rehearsals. She accepted every extra request because she did not want to disappoint anyone. Soon the unfinished pile hid her worktable. Maya listed the tasks, asked two friends for help, and told the director which changes would take more time. Some decorations were left out, but every actor had a costume.",
            "Maya learned that being dependable included communicating limits, not only saying yes."
          ],
          "options": [
            {
              "label": "Responsibility includes asking for help and planning honestly."
            },
            {
              "label": "Good communication considers the listener."
            },
            {
              "label": "Revision can strengthen an idea."
            }
          ],
          "story": "Maya promised to finish the costumes before rehearsals. She accepted every extra request because she did not want to disappoint anyone. Soon the unfinished pile hid her worktable. Maya listed the tasks, asked two friends for help, and told the director which changes would take more time. Some decorations were left out, but every actor had a costume. Maya learned that being dependable included communicating limits, not only saying yes.",
          "hint": "Connect the beginning, the character’s decisions, and the ending.",
          "demonstration": [
            "Events → theme",
            "Pip connects several events to a theme and checks that the ending supports it."
          ],
          "type": "choice",
          "variantKey": "g4:reading:theme-8",
          "completionId": "95-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.theme-9.v1",
          "prompt": "Which theme is best supported by the events?",
          "answer": "Careful observations can support useful action.",
          "readSections": [
            "I arrived at the river cleanup ready to collect the most rubbish. A volunteer asked me to record what kinds of litter we found. At first, writing totals felt less important than filling a bag. Later the group used our chart to propose more bins near the picnic area. My notes had helped explain where a change might matter.",
            "I still enjoyed collecting litter, but I now saw how careful records could turn one afternoon’s effort into a longer-lasting improvement."
          ],
          "options": [
            {
              "label": "Careful observations can support useful action."
            },
            {
              "label": "Different perspectives can deepen understanding."
            },
            {
              "label": "People contribute in different ways."
            }
          ],
          "story": "I arrived at the river cleanup ready to collect the most rubbish. A volunteer asked me to record what kinds of litter we found. At first, writing totals felt less important than filling a bag. Later the group used our chart to propose more bins near the picnic area. My notes had helped explain where a change might matter. I still enjoyed collecting litter, but I now saw how careful records could turn one afternoon’s effort into a longer-lasting improvement.",
          "hint": "Connect the beginning, the character’s decisions, and the ending.",
          "demonstration": [
            "Events → theme",
            "Pip connects several events to a theme and checks that the ending supports it."
          ],
          "type": "choice",
          "variantKey": "g4:reading:theme-9",
          "completionId": "98-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Compare first- and third-person narration",
      "standard": "4.RC-L.5d",
      "demo": [
        "Who can the narrator know?",
        "Pip checks pronouns and asks whose thoughts the narrator tells directly."
      ],
      "prerequisites": [],
      "id": "g4.reading.viewpoint",
      "grade": 4,
      "subject": "g4-reading",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.reading.viewpoint-0.v1",
          "prompt": "Explain this third person narration, then retell one event from another viewpoint.",
          "readSections": [
            "Ren had designed the club’s bird feeder alone and expected everyone to admire it. During the first test, the roof tilted and spilled the seeds. Ren reached for the tape, but Amara asked whether the supports were equal. Ren nearly dismissed the question. Then he measured them and found one was shorter. Together they rebuilt the frame.",
            "When a bird finally landed, Ren wrote both names on the plans. The feeder was sturdier, and Ren had discovered that a useful question could matter as much as a clever design."
          ],
          "story": "Ren had designed the club’s bird feeder alone and expected everyone to admire it. During the first test, the roof tilted and spilled the seeds. Ren reached for the tape, but Amara asked whether the supports were equal. Ren nearly dismissed the question. Then he measured them and found one was shorter. Together they rebuilt the frame. When a bird finally landed, Ren wrote both names on the plans. The feeder was sturdier, and Ren had discovered that a useful question could matter as much as a clever design.",
          "hint": "Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.",
          "demonstration": [
            "Who can the narrator know?",
            "Pip checks pronouns and asks whose thoughts the narrator tells directly."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:reading:viewpoint-0",
          "completionId": "17-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.viewpoint-1.v1",
          "prompt": "Explain this first person narration, then retell one event from another viewpoint.",
          "readSections": [
            "I volunteered to guide the museum tour because I knew every display label. When a younger visitor asked why a cracked bowl had been repaired, I repeated the label. She still looked puzzled. I stopped and compared the bowl with a treasured toy someone might mend. Her face brightened. For the rest of the tour, I watched the visitors instead of racing through my notes.",
            "Knowing facts helped me prepare, but noticing what listeners needed helped me explain them."
          ],
          "story": "I volunteered to guide the museum tour because I knew every display label. When a younger visitor asked why a cracked bowl had been repaired, I repeated the label. She still looked puzzled. I stopped and compared the bowl with a treasured toy someone might mend. Her face brightened. For the rest of the tour, I watched the visitors instead of racing through my notes. Knowing facts helped me prepare, but noticing what listeners needed helped me explain them.",
          "hint": "Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.",
          "demonstration": [
            "Who can the narrator know?",
            "Pip checks pronouns and asks whose thoughts the narrator tells directly."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:reading:viewpoint-1",
          "completionId": "38-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.viewpoint-2.v1",
          "prompt": "Explain this third person narration, then retell one event from another viewpoint.",
          "readSections": [
            "Sela found two reports about the old bridge. One called it an obstacle to river traffic; the other called it a link between neighborhoods. She wanted a simple answer about whether the bridge had helped the town. Her teacher asked who had written each report and why. Sela marked the dates and authors, then revised her display.",
            "Instead of choosing one account as the whole truth, she showed how the bridge affected different people. A visitor stayed to read both sides of her display."
          ],
          "story": "Sela found two reports about the old bridge. One called it an obstacle to river traffic; the other called it a link between neighborhoods. She wanted a simple answer about whether the bridge had helped the town. Her teacher asked who had written each report and why. Sela marked the dates and authors, then revised her display. Instead of choosing one account as the whole truth, she showed how the bridge affected different people. A visitor stayed to read both sides of her display.",
          "hint": "Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.",
          "demonstration": [
            "Who can the narrator know?",
            "Pip checks pronouns and asks whose thoughts the narrator tells directly."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:reading:viewpoint-2",
          "completionId": "53-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.viewpoint-3.v1",
          "prompt": "Explain this first person narration, then retell one event from another viewpoint.",
          "readSections": [
            "Our team’s solar model failed during the demonstration. I wanted to hide it behind the successful models. My partner opened our notebook and pointed to the tests that had worked. We compared the room with the sunny window where we had practiced and tried again near the light. The model moved slowly. We explained the difference to the visitors and added a question for our next test.",
            "I left with an unfinished design, but also with a clearer idea of what evidence could teach us."
          ],
          "story": "Our team’s solar model failed during the demonstration. I wanted to hide it behind the successful models. My partner opened our notebook and pointed to the tests that had worked. We compared the room with the sunny window where we had practiced and tried again near the light. The model moved slowly. We explained the difference to the visitors and added a question for our next test. I left with an unfinished design, but also with a clearer idea of what evidence could teach us.",
          "hint": "Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.",
          "demonstration": [
            "Who can the narrator know?",
            "Pip checks pronouns and asks whose thoughts the narrator tells directly."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:reading:viewpoint-3",
          "completionId": "64-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.viewpoint-4.v1",
          "prompt": "Explain this third person narration, then retell one event from another viewpoint.",
          "readSections": [
            "Dara’s first mural sketch filled every space with bright shapes. The librarian said she could not find the central image. Dara felt the comment was unfair; she had worked for hours. That evening she covered parts of the sketch with plain paper and looked again. A single blue bird suddenly stood out. Dara kept a photograph of the crowded version and made a simpler plan.",
            "At the opening, she described the change instead of pretending the first plan had been perfect."
          ],
          "story": "Dara’s first mural sketch filled every space with bright shapes. The librarian said she could not find the central image. Dara felt the comment was unfair; she had worked for hours. That evening she covered parts of the sketch with plain paper and looked again. A single blue bird suddenly stood out. Dara kept a photograph of the crowded version and made a simpler plan. At the opening, she described the change instead of pretending the first plan had been perfect.",
          "hint": "Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.",
          "demonstration": [
            "Who can the narrator know?",
            "Pip checks pronouns and asks whose thoughts the narrator tells directly."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:reading:viewpoint-4",
          "completionId": "73-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.viewpoint-5.v1",
          "prompt": "Explain this first person narration, then retell one event from another viewpoint.",
          "readSections": [
            "I assumed the quietest member of our group had no ideas for the play. While others argued about the ending, Niko drew a scene showing the missing key beneath the stage. His plan solved a problem none of us had noticed. I asked him to explain, and we made room for drawing as well as talking during our planning meetings. Our ending improved.",
            "I also learned that listening sometimes means looking carefully and allowing more than one way to share an idea."
          ],
          "story": "I assumed the quietest member of our group had no ideas for the play. While others argued about the ending, Niko drew a scene showing the missing key beneath the stage. His plan solved a problem none of us had noticed. I asked him to explain, and we made room for drawing as well as talking during our planning meetings. Our ending improved. I also learned that listening sometimes means looking carefully and allowing more than one way to share an idea.",
          "hint": "Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.",
          "demonstration": [
            "Who can the narrator know?",
            "Pip checks pronouns and asks whose thoughts the narrator tells directly."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:reading:viewpoint-5",
          "completionId": "82-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.viewpoint-6.v1",
          "prompt": "Explain this third person narration, then retell one event from another viewpoint.",
          "readSections": [
            "When the garden path flooded, Ben blamed the new raised beds. His grandmother suggested following the water before deciding. They watched rain run from a nearby roof into the path. Ben drew arrows on a map and compared the flow with last month’s photographs. The beds were not blocking the drain as he had assumed. At the meeting, he explained what had changed his mind.",
            "The group planned a small model to test a different route for the runoff."
          ],
          "story": "When the garden path flooded, Ben blamed the new raised beds. His grandmother suggested following the water before deciding. They watched rain run from a nearby roof into the path. Ben drew arrows on a map and compared the flow with last month’s photographs. The beds were not blocking the drain as he had assumed. At the meeting, he explained what had changed his mind. The group planned a small model to test a different route for the runoff.",
          "hint": "Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.",
          "demonstration": [
            "Who can the narrator know?",
            "Pip checks pronouns and asks whose thoughts the narrator tells directly."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:reading:viewpoint-6",
          "completionId": "90-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.viewpoint-7.v1",
          "prompt": "Explain this first person narration, then retell one event from another viewpoint.",
          "readSections": [
            "I wanted our newsletter to sound impressive, so I copied long phrases from my sources. When I read the draft aloud, even I could not explain one sentence. I went back to the notes, asked what each source actually said, and wrote a simpler paragraph. I listed the sources at the end. My friend asked a thoughtful question after reading it.",
            "I realized clear writing could invite a conversation, while impressive words alone might shut one down."
          ],
          "story": "I wanted our newsletter to sound impressive, so I copied long phrases from my sources. When I read the draft aloud, even I could not explain one sentence. I went back to the notes, asked what each source actually said, and wrote a simpler paragraph. I listed the sources at the end. My friend asked a thoughtful question after reading it. I realized clear writing could invite a conversation, while impressive words alone might shut one down.",
          "hint": "Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.",
          "demonstration": [
            "Who can the narrator know?",
            "Pip checks pronouns and asks whose thoughts the narrator tells directly."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:reading:viewpoint-7",
          "completionId": "93-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.viewpoint-8.v1",
          "prompt": "Explain this third person narration, then retell one event from another viewpoint.",
          "readSections": [
            "Maya promised to finish the costumes before rehearsals. She accepted every extra request because she did not want to disappoint anyone. Soon the unfinished pile hid her worktable. Maya listed the tasks, asked two friends for help, and told the director which changes would take more time. Some decorations were left out, but every actor had a costume.",
            "Maya learned that being dependable included communicating limits, not only saying yes."
          ],
          "story": "Maya promised to finish the costumes before rehearsals. She accepted every extra request because she did not want to disappoint anyone. Soon the unfinished pile hid her worktable. Maya listed the tasks, asked two friends for help, and told the director which changes would take more time. Some decorations were left out, but every actor had a costume. Maya learned that being dependable included communicating limits, not only saying yes.",
          "hint": "Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.",
          "demonstration": [
            "Who can the narrator know?",
            "Pip checks pronouns and asks whose thoughts the narrator tells directly."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:reading:viewpoint-8",
          "completionId": "96-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.viewpoint-9.v1",
          "prompt": "Explain this first person narration, then retell one event from another viewpoint.",
          "readSections": [
            "I arrived at the river cleanup ready to collect the most rubbish. A volunteer asked me to record what kinds of litter we found. At first, writing totals felt less important than filling a bag. Later the group used our chart to propose more bins near the picnic area. My notes had helped explain where a change might matter.",
            "I still enjoyed collecting litter, but I now saw how careful records could turn one afternoon’s effort into a longer-lasting improvement."
          ],
          "story": "I arrived at the river cleanup ready to collect the most rubbish. A volunteer asked me to record what kinds of litter we found. At first, writing totals felt less important than filling a bag. Later the group used our chart to propose more bins near the picnic area. My notes had helped explain where a change might matter. I still enjoyed collecting litter, but I now saw how careful records could turn one afternoon’s effort into a longer-lasting improvement.",
          "hint": "Point to pronouns and whose thoughts are stated. Explain what another narrator might know, notice, or leave out. Keep evidence separate from invented thoughts.",
          "demonstration": [
            "Who can the narrator know?",
            "Pip checks pronouns and asks whose thoughts the narrator tells directly."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:reading:viewpoint-9",
          "completionId": "99-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Summarize central ideas with supporting details",
      "standard": "4.RC-NF.6a",
      "demo": [
        "Important ideas, own words",
        "Pip includes the central idea and important details while leaving out minor examples."
      ],
      "prerequisites": [],
      "id": "g4.reading.central",
      "grade": 4,
      "subject": "g4-reading",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.reading.main-0.v1",
          "prompt": "Which central idea fits both texts?",
          "answer": "Both shape and material can affect a model roof.",
          "readSections": [
            "A: A model roof test used equal sheets of paper and the same supports. The folded sheet held more counters than the flat sheet. The test suggests that shape can affect how a structure supports a load. B: A second team compared paper of different thicknesses. It kept the shape the same. The thicker paper held more counters.",
            "The teams tested different variables, so their results should not be treated as the same experiment."
          ],
          "options": [
            {
              "label": "Both shape and material can affect a model roof."
            },
            {
              "label": "Several kinds of evidence can guide library changes."
            },
            {
              "label": "Different observations can help investigate erosion control."
            }
          ],
          "story": "A: A model roof test used equal sheets of paper and the same supports. The folded sheet held more counters than the flat sheet. The test suggests that shape can affect how a structure supports a load. B: A second team compared paper of different thicknesses. It kept the shape the same. The thicker paper held more counters. The teams tested different variables, so their results should not be treated as the same experiment.",
          "hint": "Choose an idea broad enough to include important details from both sources.",
          "demonstration": [
            "Important ideas, own words",
            "Pip includes the central idea and important details while leaving out minor examples."
          ],
          "type": "choice",
          "variantKey": "g4:reading:main-0",
          "completionId": "4-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.summary-0.v1",
          "prompt": "Write a short combined summary and one unanswered question.",
          "readSections": [
            "A: A model roof test used equal sheets of paper and the same supports. The folded sheet held more counters than the flat sheet. The test suggests that shape can affect how a structure supports a load. B: A second team compared paper of different thicknesses. It kept the shape the same. The thicker paper held more counters.",
            "The teams tested different variables, so their results should not be treated as the same experiment."
          ],
          "story": "A: A model roof test used equal sheets of paper and the same supports. The folded sheet held more counters than the flat sheet. The test suggests that shape can affect how a structure supports a load. B: A second team compared paper of different thicknesses. It kept the shape the same. The thicker paper held more counters. The teams tested different variables, so their results should not be treated as the same experiment.",
          "hint": "Use your own words, name information from both texts, and explain how the sources differ in focus. Avoid conclusions the sources cannot support.",
          "demonstration": [
            "Important ideas, own words",
            "Pip includes the central idea and important details while leaving out minor examples."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:reading:summary-0",
          "completionId": "25-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.main-1.v1",
          "prompt": "Which central idea fits both texts?",
          "answer": "Several kinds of evidence can guide library changes.",
          "readSections": [
            "A: A library survey found that readers wanted a quiet corner. The library moved noisy activities to another room. Readers reported fewer interruptions afterward. B: A librarian also noticed that signs helped visitors find the corner. The survey did not ask about signs, so this observation suggests a new question rather than proving what caused the survey result."
          ],
          "options": [
            {
              "label": "Several kinds of evidence can guide library changes."
            },
            {
              "label": "Different observations can help investigate erosion control."
            },
            {
              "label": "Organization and sources shape how history is presented."
            }
          ],
          "story": "A: A library survey found that readers wanted a quiet corner. The library moved noisy activities to another room. Readers reported fewer interruptions afterward. B: A librarian also noticed that signs helped visitors find the corner. The survey did not ask about signs, so this observation suggests a new question rather than proving what caused the survey result.",
          "hint": "Choose an idea broad enough to include important details from both sources.",
          "demonstration": [
            "Important ideas, own words",
            "Pip includes the central idea and important details while leaving out minor examples."
          ],
          "type": "choice",
          "variantKey": "g4:reading:main-1",
          "completionId": "32-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.summary-1.v1",
          "prompt": "Write a short combined summary and one unanswered question.",
          "readSections": [
            "A: A library survey found that readers wanted a quiet corner. The library moved noisy activities to another room. Readers reported fewer interruptions afterward. B: A librarian also noticed that signs helped visitors find the corner. The survey did not ask about signs, so this observation suggests a new question rather than proving what caused the survey result."
          ],
          "story": "A: A library survey found that readers wanted a quiet corner. The library moved noisy activities to another room. Readers reported fewer interruptions afterward. B: A librarian also noticed that signs helped visitors find the corner. The survey did not ask about signs, so this observation suggests a new question rather than proving what caused the survey result.",
          "hint": "Use your own words, name information from both texts, and explain how the sources differ in focus. Avoid conclusions the sources cannot support.",
          "demonstration": [
            "Important ideas, own words",
            "Pip includes the central idea and important details while leaving out minor examples."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:reading:summary-1",
          "completionId": "49-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.main-2.v1",
          "prompt": "Which central idea fits both texts?",
          "answer": "Different observations can help investigate erosion control.",
          "readSections": [
            "A: A garden group placed a barrier beside a muddy path. After a small rain, less soil washed onto the path than before. The group kept a record of the rainfall. B: Another group tested plant cover in two trays with equal slopes and equal water. The covered tray lost less soil. A field observation and a controlled model can both be useful, but each has limits."
          ],
          "options": [
            {
              "label": "Different observations can help investigate erosion control."
            },
            {
              "label": "Organization and sources shape how history is presented."
            },
            {
              "label": "The design of a comparison affects what it can explain."
            }
          ],
          "story": "A: A garden group placed a barrier beside a muddy path. After a small rain, less soil washed onto the path than before. The group kept a record of the rainfall. B: Another group tested plant cover in two trays with equal slopes and equal water. The covered tray lost less soil. A field observation and a controlled model can both be useful, but each has limits.",
          "hint": "Choose an idea broad enough to include important details from both sources.",
          "demonstration": [
            "Important ideas, own words",
            "Pip includes the central idea and important details while leaving out minor examples."
          ],
          "type": "choice",
          "variantKey": "g4:reading:main-2",
          "completionId": "54-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.summary-2.v1",
          "prompt": "Write a short combined summary and one unanswered question.",
          "readSections": [
            "A: A garden group placed a barrier beside a muddy path. After a small rain, less soil washed onto the path than before. The group kept a record of the rainfall. B: Another group tested plant cover in two trays with equal slopes and equal water. The covered tray lost less soil. A field observation and a controlled model can both be useful, but each has limits."
          ],
          "story": "A: A garden group placed a barrier beside a muddy path. After a small rain, less soil washed onto the path than before. The group kept a record of the rainfall. B: Another group tested plant cover in two trays with equal slopes and equal water. The covered tray lost less soil. A field observation and a controlled model can both be useful, but each has limits.",
          "hint": "Use your own words, name information from both texts, and explain how the sources differ in focus. Avoid conclusions the sources cannot support.",
          "demonstration": [
            "Important ideas, own words",
            "Pip includes the central idea and important details while leaving out minor examples."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:reading:summary-2",
          "completionId": "65-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.main-3.v1",
          "prompt": "Which central idea fits both texts?",
          "answer": "Organization and sources shape how history is presented.",
          "readSections": [
            "A: A local exhibit arranged photographs by date. Visitors could follow changes to the town’s main street. Each caption named its source. B: Another exhibit grouped interviews by topic. Visitors heard different memories about work and celebrations. Memories and photographs reveal different details; neither exhibit includes every person who lived in the town."
          ],
          "options": [
            {
              "label": "Organization and sources shape how history is presented."
            },
            {
              "label": "The design of a comparison affects what it can explain."
            },
            {
              "label": "Both shape and material can affect a model roof."
            }
          ],
          "story": "A: A local exhibit arranged photographs by date. Visitors could follow changes to the town’s main street. Each caption named its source. B: Another exhibit grouped interviews by topic. Visitors heard different memories about work and celebrations. Memories and photographs reveal different details; neither exhibit includes every person who lived in the town.",
          "hint": "Choose an idea broad enough to include important details from both sources.",
          "demonstration": [
            "Important ideas, own words",
            "Pip includes the central idea and important details while leaving out minor examples."
          ],
          "type": "choice",
          "variantKey": "g4:reading:main-3",
          "completionId": "68-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.summary-3.v1",
          "prompt": "Write a short combined summary and one unanswered question.",
          "readSections": [
            "A: A local exhibit arranged photographs by date. Visitors could follow changes to the town’s main street. Each caption named its source. B: Another exhibit grouped interviews by topic. Visitors heard different memories about work and celebrations. Memories and photographs reveal different details; neither exhibit includes every person who lived in the town."
          ],
          "story": "A: A local exhibit arranged photographs by date. Visitors could follow changes to the town’s main street. Each caption named its source. B: Another exhibit grouped interviews by topic. Visitors heard different memories about work and celebrations. Memories and photographs reveal different details; neither exhibit includes every person who lived in the town.",
          "hint": "Use your own words, name information from both texts, and explain how the sources differ in focus. Avoid conclusions the sources cannot support.",
          "demonstration": [
            "Important ideas, own words",
            "Pip includes the central idea and important details while leaving out minor examples."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:reading:summary-3",
          "completionId": "77-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.main-4.v1",
          "prompt": "Which central idea fits both texts?",
          "answer": "The design of a comparison affects what it can explain.",
          "readSections": [
            "A: A music group repeated the same melody at two different tempos. Listeners described the faster version as more energetic. B: A second group changed both tempo and loudness. Listeners also reported a difference, but the group could not tell which change mattered more. Holding some features steady can make a comparison easier to interpret."
          ],
          "options": [
            {
              "label": "The design of a comparison affects what it can explain."
            },
            {
              "label": "Both shape and material can affect a model roof."
            },
            {
              "label": "Several kinds of evidence can guide library changes."
            }
          ],
          "story": "A: A music group repeated the same melody at two different tempos. Listeners described the faster version as more energetic. B: A second group changed both tempo and loudness. Listeners also reported a difference, but the group could not tell which change mattered more. Holding some features steady can make a comparison easier to interpret.",
          "hint": "Choose an idea broad enough to include important details from both sources.",
          "demonstration": [
            "Important ideas, own words",
            "Pip includes the central idea and important details while leaving out minor examples."
          ],
          "type": "choice",
          "variantKey": "g4:reading:main-4",
          "completionId": "80-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.summary-4.v1",
          "prompt": "Write a short combined summary and one unanswered question.",
          "readSections": [
            "A: A music group repeated the same melody at two different tempos. Listeners described the faster version as more energetic. B: A second group changed both tempo and loudness. Listeners also reported a difference, but the group could not tell which change mattered more. Holding some features steady can make a comparison easier to interpret."
          ],
          "story": "A: A music group repeated the same melody at two different tempos. Listeners described the faster version as more energetic. B: A second group changed both tempo and loudness. Listeners also reported a difference, but the group could not tell which change mattered more. Holding some features steady can make a comparison easier to interpret.",
          "hint": "Use your own words, name information from both texts, and explain how the sources differ in focus. Avoid conclusions the sources cannot support.",
          "demonstration": [
            "Important ideas, own words",
            "Pip includes the central idea and important details while leaving out minor examples."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:reading:summary-4",
          "completionId": "89-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Explain structure and evidence in nonfiction",
      "standard": "4.RC-NF.6b–d",
      "demo": [
        "Organization helps meaning",
        "Pip explains how a cause-and-effect section connects an event with its result and checks the evidence offered."
      ],
      "prerequisites": [],
      "id": "g4.reading.structure",
      "grade": 4,
      "subject": "g4-reading",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.reading.evidence-0.v1",
          "prompt": "Which detail helps explain what these results can show?",
          "answer": "The teams tested different variables.",
          "readSections": [
            "A: A model roof test used equal sheets of paper and the same supports. The folded sheet held more counters than the flat sheet. The test suggests that shape can affect how a structure supports a load. B: A second team compared paper of different thicknesses. It kept the shape the same. The thicker paper held more counters.",
            "The teams tested different variables, so their results should not be treated as the same experiment."
          ],
          "options": [
            {
              "label": "The teams tested different variables."
            },
            {
              "label": "The survey did not measure the effect of signs."
            },
            {
              "label": "Neither exhibit includes every person’s experience."
            }
          ],
          "story": "A: A model roof test used equal sheets of paper and the same supports. The folded sheet held more counters than the flat sheet. The test suggests that shape can affect how a structure supports a load. B: A second team compared paper of different thicknesses. It kept the shape the same. The thicker paper held more counters. The teams tested different variables, so their results should not be treated as the same experiment.",
          "hint": "Find the detail in these sources that explains a limit or a controlled condition.",
          "demonstration": [
            "Organization helps meaning",
            "Pip explains how a cause-and-effect section connects an event with its result and checks the evidence offered."
          ],
          "type": "choice",
          "variantKey": "g4:reading:evidence-0",
          "completionId": "11-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.evidence-1.v1",
          "prompt": "Which detail helps explain what these results can show?",
          "answer": "The survey did not measure the effect of signs.",
          "readSections": [
            "A: A library survey found that readers wanted a quiet corner. The library moved noisy activities to another room. Readers reported fewer interruptions afterward. B: A librarian also noticed that signs helped visitors find the corner. The survey did not ask about signs, so this observation suggests a new question rather than proving what caused the survey result."
          ],
          "options": [
            {
              "label": "The survey did not measure the effect of signs."
            },
            {
              "label": "The tray test kept slope and water amounts equal."
            },
            {
              "label": "The second group changed two features at once."
            }
          ],
          "story": "A: A library survey found that readers wanted a quiet corner. The library moved noisy activities to another room. Readers reported fewer interruptions afterward. B: A librarian also noticed that signs helped visitors find the corner. The survey did not ask about signs, so this observation suggests a new question rather than proving what caused the survey result.",
          "hint": "Find the detail in these sources that explains a limit or a controlled condition.",
          "demonstration": [
            "Organization helps meaning",
            "Pip explains how a cause-and-effect section connects an event with its result and checks the evidence offered."
          ],
          "type": "choice",
          "variantKey": "g4:reading:evidence-1",
          "completionId": "39-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.evidence-2.v1",
          "prompt": "Which detail helps explain what these results can show?",
          "answer": "The tray test kept slope and water amounts equal.",
          "readSections": [
            "A: A garden group placed a barrier beside a muddy path. After a small rain, less soil washed onto the path than before. The group kept a record of the rainfall. B: Another group tested plant cover in two trays with equal slopes and equal water. The covered tray lost less soil. A field observation and a controlled model can both be useful, but each has limits."
          ],
          "options": [
            {
              "label": "The tray test kept slope and water amounts equal."
            },
            {
              "label": "Neither exhibit includes every person’s experience."
            },
            {
              "label": "The teams tested different variables."
            }
          ],
          "story": "A: A garden group placed a barrier beside a muddy path. After a small rain, less soil washed onto the path than before. The group kept a record of the rainfall. B: Another group tested plant cover in two trays with equal slopes and equal water. The covered tray lost less soil. A field observation and a controlled model can both be useful, but each has limits.",
          "hint": "Find the detail in these sources that explains a limit or a controlled condition.",
          "demonstration": [
            "Organization helps meaning",
            "Pip explains how a cause-and-effect section connects an event with its result and checks the evidence offered."
          ],
          "type": "choice",
          "variantKey": "g4:reading:evidence-2",
          "completionId": "59-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.evidence-3.v1",
          "prompt": "Which detail helps explain what these results can show?",
          "answer": "Neither exhibit includes every person’s experience.",
          "readSections": [
            "A: A local exhibit arranged photographs by date. Visitors could follow changes to the town’s main street. Each caption named its source. B: Another exhibit grouped interviews by topic. Visitors heard different memories about work and celebrations. Memories and photographs reveal different details; neither exhibit includes every person who lived in the town."
          ],
          "options": [
            {
              "label": "Neither exhibit includes every person’s experience."
            },
            {
              "label": "The second group changed two features at once."
            },
            {
              "label": "The survey did not measure the effect of signs."
            }
          ],
          "story": "A: A local exhibit arranged photographs by date. Visitors could follow changes to the town’s main street. Each caption named its source. B: Another exhibit grouped interviews by topic. Visitors heard different memories about work and celebrations. Memories and photographs reveal different details; neither exhibit includes every person who lived in the town.",
          "hint": "Find the detail in these sources that explains a limit or a controlled condition.",
          "demonstration": [
            "Organization helps meaning",
            "Pip explains how a cause-and-effect section connects an event with its result and checks the evidence offered."
          ],
          "type": "choice",
          "variantKey": "g4:reading:evidence-3",
          "completionId": "71-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.evidence-4.v1",
          "prompt": "Which detail helps explain what these results can show?",
          "answer": "The second group changed two features at once.",
          "readSections": [
            "A: A music group repeated the same melody at two different tempos. Listeners described the faster version as more energetic. B: A second group changed both tempo and loudness. Listeners also reported a difference, but the group could not tell which change mattered more. Holding some features steady can make a comparison easier to interpret."
          ],
          "options": [
            {
              "label": "The second group changed two features at once."
            },
            {
              "label": "The teams tested different variables."
            },
            {
              "label": "The tray test kept slope and water amounts equal."
            }
          ],
          "story": "A: A music group repeated the same melody at two different tempos. Listeners described the faster version as more energetic. B: A second group changed both tempo and loudness. Listeners also reported a difference, but the group could not tell which change mattered more. Holding some features steady can make a comparison easier to interpret.",
          "hint": "Find the detail in these sources that explains a limit or a controlled condition.",
          "demonstration": [
            "Organization helps meaning",
            "Pip explains how a cause-and-effect section connects an event with its result and checks the evidence offered."
          ],
          "type": "choice",
          "variantKey": "g4:reading:evidence-4",
          "completionId": "83-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Combine information from two related texts",
      "standard": "4.RC-NF.6e",
      "demo": [
        "Both sources, different focus",
        "Pip names a shared idea, a detail unique to each text, and a conclusion supported by both."
      ],
      "prerequisites": [],
      "id": "g4.reading.integrate",
      "grade": 4,
      "subject": "g4-reading",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.reading.combine-0.v1",
          "prompt": "Which comparison accurately combines information from A and B?",
          "answer": "A compares shape; B compares thickness.",
          "readSections": [
            "A: A model roof test used equal sheets of paper and the same supports. The folded sheet held more counters than the flat sheet. The test suggests that shape can affect how a structure supports a load. B: A second team compared paper of different thicknesses. It kept the shape the same. The thicker paper held more counters.",
            "The teams tested different variables, so their results should not be treated as the same experiment."
          ],
          "options": [
            {
              "label": "A compares shape; B compares thickness."
            },
            {
              "label": "A describes a survey; B suggests an additional question."
            },
            {
              "label": "A changes one feature; B changes two."
            }
          ],
          "story": "A: A model roof test used equal sheets of paper and the same supports. The folded sheet held more counters than the flat sheet. The test suggests that shape can affect how a structure supports a load. B: A second team compared paper of different thicknesses. It kept the shape the same. The thicker paper held more counters. The teams tested different variables, so their results should not be treated as the same experiment.",
          "hint": "Check that each half of the comparison matches its source.",
          "demonstration": [
            "Both sources, different focus",
            "Pip names a shared idea, a detail unique to each text, and a conclusion supported by both."
          ],
          "type": "choice",
          "variantKey": "g4:reading:combine-0",
          "completionId": "18-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.combine-1.v1",
          "prompt": "Which comparison accurately combines information from A and B?",
          "answer": "A describes a survey; B suggests an additional question.",
          "readSections": [
            "A: A library survey found that readers wanted a quiet corner. The library moved noisy activities to another room. Readers reported fewer interruptions afterward. B: A librarian also noticed that signs helped visitors find the corner. The survey did not ask about signs, so this observation suggests a new question rather than proving what caused the survey result."
          ],
          "options": [
            {
              "label": "A describes a survey; B suggests an additional question."
            },
            {
              "label": "A observes a path; B tests a controlled model."
            },
            {
              "label": "A compares shape; B compares thickness."
            }
          ],
          "story": "A: A library survey found that readers wanted a quiet corner. The library moved noisy activities to another room. Readers reported fewer interruptions afterward. B: A librarian also noticed that signs helped visitors find the corner. The survey did not ask about signs, so this observation suggests a new question rather than proving what caused the survey result.",
          "hint": "Check that each half of the comparison matches its source.",
          "demonstration": [
            "Both sources, different focus",
            "Pip names a shared idea, a detail unique to each text, and a conclusion supported by both."
          ],
          "type": "choice",
          "variantKey": "g4:reading:combine-1",
          "completionId": "44-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.combine-2.v1",
          "prompt": "Which comparison accurately combines information from A and B?",
          "answer": "A observes a path; B tests a controlled model.",
          "readSections": [
            "A: A garden group placed a barrier beside a muddy path. After a small rain, less soil washed onto the path than before. The group kept a record of the rainfall. B: Another group tested plant cover in two trays with equal slopes and equal water. The covered tray lost less soil. A field observation and a controlled model can both be useful, but each has limits."
          ],
          "options": [
            {
              "label": "A observes a path; B tests a controlled model."
            },
            {
              "label": "A uses chronological photographs; B uses thematic interviews."
            },
            {
              "label": "A describes a survey; B suggests an additional question."
            }
          ],
          "story": "A: A garden group placed a barrier beside a muddy path. After a small rain, less soil washed onto the path than before. The group kept a record of the rainfall. B: Another group tested plant cover in two trays with equal slopes and equal water. The covered tray lost less soil. A field observation and a controlled model can both be useful, but each has limits.",
          "hint": "Check that each half of the comparison matches its source.",
          "demonstration": [
            "Both sources, different focus",
            "Pip names a shared idea, a detail unique to each text, and a conclusion supported by both."
          ],
          "type": "choice",
          "variantKey": "g4:reading:combine-2",
          "completionId": "62-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.combine-3.v1",
          "prompt": "Which comparison accurately combines information from A and B?",
          "answer": "A uses chronological photographs; B uses thematic interviews.",
          "readSections": [
            "A: A local exhibit arranged photographs by date. Visitors could follow changes to the town’s main street. Each caption named its source. B: Another exhibit grouped interviews by topic. Visitors heard different memories about work and celebrations. Memories and photographs reveal different details; neither exhibit includes every person who lived in the town."
          ],
          "options": [
            {
              "label": "A uses chronological photographs; B uses thematic interviews."
            },
            {
              "label": "A changes one feature; B changes two."
            },
            {
              "label": "A observes a path; B tests a controlled model."
            }
          ],
          "story": "A: A local exhibit arranged photographs by date. Visitors could follow changes to the town’s main street. Each caption named its source. B: Another exhibit grouped interviews by topic. Visitors heard different memories about work and celebrations. Memories and photographs reveal different details; neither exhibit includes every person who lived in the town.",
          "hint": "Check that each half of the comparison matches its source.",
          "demonstration": [
            "Both sources, different focus",
            "Pip names a shared idea, a detail unique to each text, and a conclusion supported by both."
          ],
          "type": "choice",
          "variantKey": "g4:reading:combine-3",
          "completionId": "74-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.reading.combine-4.v1",
          "prompt": "Which comparison accurately combines information from A and B?",
          "answer": "A changes one feature; B changes two.",
          "readSections": [
            "A: A music group repeated the same melody at two different tempos. Listeners described the faster version as more energetic. B: A second group changed both tempo and loudness. Listeners also reported a difference, but the group could not tell which change mattered more. Holding some features steady can make a comparison easier to interpret."
          ],
          "options": [
            {
              "label": "A changes one feature; B changes two."
            },
            {
              "label": "A compares shape; B compares thickness."
            },
            {
              "label": "A uses chronological photographs; B uses thematic interviews."
            }
          ],
          "story": "A: A music group repeated the same melody at two different tempos. Listeners described the faster version as more energetic. B: A second group changed both tempo and loudness. Listeners also reported a difference, but the group could not tell which change mattered more. Holding some features steady can make a comparison easier to interpret.",
          "hint": "Check that each half of the comparison matches its source.",
          "demonstration": [
            "Both sources, different focus",
            "Pip names a shared idea, a detail unique to each text, and a conclusion supported by both."
          ],
          "type": "choice",
          "variantKey": "g4:reading:combine-4",
          "completionId": "86-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Compare literary structures and themes with support",
      "standard": "4.RC-L.5c,e",
      "demo": [
        "Parts build a whole",
        "Pip asks how a scene, stanza, or chapter changes the meaning of the whole work."
      ],
      "prerequisites": [],
      "id": "g4.reading.literature",
      "grade": 4,
      "subject": "g4-reading",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.reading.literary-study-0.v1",
          "prompt": "Read with a grown-up and compare two stanzas in a poem.",
          "hint": "Choose suitable complete texts with a grown-up. Identify creators or source communities where known. Cite details and respect differences rather than treating cultures as interchangeable.",
          "demonstration": [
            "Parts build a whole",
            "Pip asks how a scene, stanza, or chapter changes the meaning of the whole work."
          ],
          "type": "work",
          "variantKey": "g4:reading:literary-study-0",
          "completionId": "5-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.literary-study-1.v1",
          "prompt": "Read with a grown-up and explain how a scene changes a play.",
          "hint": "Choose suitable complete texts with a grown-up. Identify creators or source communities where known. Cite details and respect differences rather than treating cultures as interchangeable.",
          "demonstration": [
            "Parts build a whole",
            "Pip asks how a scene, stanza, or chapter changes the meaning of the whole work."
          ],
          "type": "work",
          "variantKey": "g4:reading:literary-study-1",
          "completionId": "12-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.literary-study-2.v1",
          "prompt": "Read with a grown-up and compare two chapters that develop a problem.",
          "hint": "Choose suitable complete texts with a grown-up. Identify creators or source communities where known. Cite details and respect differences rather than treating cultures as interchangeable.",
          "demonstration": [
            "Parts build a whole",
            "Pip asks how a scene, stanza, or chapter changes the meaning of the whole work."
          ],
          "type": "work",
          "variantKey": "g4:reading:literary-study-2",
          "completionId": "19-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.literary-study-3.v1",
          "prompt": "Read with a grown-up and compare a theme in two traditional stories from different cultures.",
          "hint": "Choose suitable complete texts with a grown-up. Identify creators or source communities where known. Cite details and respect differences rather than treating cultures as interchangeable.",
          "demonstration": [
            "Parts build a whole",
            "Pip asks how a scene, stanza, or chapter changes the meaning of the whole work."
          ],
          "type": "work",
          "variantKey": "g4:reading:literary-study-3",
          "completionId": "26-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.literary-study-4.v1",
          "prompt": "Read with a grown-up and compare a myth or legend with a modern story on a similar theme.",
          "hint": "Choose suitable complete texts with a grown-up. Identify creators or source communities where known. Cite details and respect differences rather than treating cultures as interchangeable.",
          "demonstration": [
            "Parts build a whole",
            "Pip asks how a scene, stanza, or chapter changes the meaning of the whole work."
          ],
          "type": "work",
          "variantKey": "g4:reading:literary-study-4",
          "completionId": "33-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Reread connected text with meaning and expression",
      "standard": "4.RC-RF.4; 4.ODC-OC.2–4",
      "demo": [
        "Read → reflect → reread",
        "Pip checks unfamiliar words and adjusts phrasing so a listener can understand the passage."
      ],
      "prerequisites": [],
      "id": "g4.reading.fluency",
      "grade": 4,
      "subject": "g4-reading",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.reading.fluent-0.v1",
          "prompt": "Read, paraphrase, and reread this passage for a listener.",
          "readSections": [
            "Ren had designed the club’s bird feeder alone and expected everyone to admire it. During the first test, the roof tilted and spilled the seeds. Ren reached for the tape, but Amara asked whether the supports were equal. Ren nearly dismissed the question. Then he measured them and found one was shorter. Together they rebuilt the frame.",
            "When a bird finally landed, Ren wrote both names on the plans. The feeder was sturdier, and Ren had discovered that a useful question could matter as much as a clever design."
          ],
          "story": "Ren had designed the club’s bird feeder alone and expected everyone to admire it. During the first test, the roof tilted and spilled the seeds. Ren reached for the tape, but Amara asked whether the supports were equal. Ren nearly dismissed the question. Then he measured them and found one was shorter. Together they rebuilt the frame. When a bird finally landed, Ren wrote both names on the plans. The feeder was sturdier, and Ren had discovered that a useful question could matter as much as a clever design.",
          "hint": "A grown-up can note accuracy, phrasing, expression, and self-correction. Explain the main idea in your own words. There is no speed contest.",
          "demonstration": [
            "Read → reflect → reread",
            "Pip checks unfamiliar words and adjusts phrasing so a listener can understand the passage."
          ],
          "type": "work",
          "variantKey": "g4:reading:fluent-0",
          "completionId": "6-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.fluent-1.v1",
          "prompt": "Read, paraphrase, and reread this passage for a listener.",
          "readSections": [
            "I volunteered to guide the museum tour because I knew every display label. When a younger visitor asked why a cracked bowl had been repaired, I repeated the label. She still looked puzzled. I stopped and compared the bowl with a treasured toy someone might mend. Her face brightened. For the rest of the tour, I watched the visitors instead of racing through my notes.",
            "Knowing facts helped me prepare, but noticing what listeners needed helped me explain them."
          ],
          "story": "I volunteered to guide the museum tour because I knew every display label. When a younger visitor asked why a cracked bowl had been repaired, I repeated the label. She still looked puzzled. I stopped and compared the bowl with a treasured toy someone might mend. Her face brightened. For the rest of the tour, I watched the visitors instead of racing through my notes. Knowing facts helped me prepare, but noticing what listeners needed helped me explain them.",
          "hint": "A grown-up can note accuracy, phrasing, expression, and self-correction. Explain the main idea in your own words. There is no speed contest.",
          "demonstration": [
            "Read → reflect → reread",
            "Pip checks unfamiliar words and adjusts phrasing so a listener can understand the passage."
          ],
          "type": "work",
          "variantKey": "g4:reading:fluent-1",
          "completionId": "13-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.fluent-2.v1",
          "prompt": "Read, paraphrase, and reread this passage for a listener.",
          "readSections": [
            "Sela found two reports about the old bridge. One called it an obstacle to river traffic; the other called it a link between neighborhoods. She wanted a simple answer about whether the bridge had helped the town. Her teacher asked who had written each report and why. Sela marked the dates and authors, then revised her display.",
            "Instead of choosing one account as the whole truth, she showed how the bridge affected different people. A visitor stayed to read both sides of her display."
          ],
          "story": "Sela found two reports about the old bridge. One called it an obstacle to river traffic; the other called it a link between neighborhoods. She wanted a simple answer about whether the bridge had helped the town. Her teacher asked who had written each report and why. Sela marked the dates and authors, then revised her display. Instead of choosing one account as the whole truth, she showed how the bridge affected different people. A visitor stayed to read both sides of her display.",
          "hint": "A grown-up can note accuracy, phrasing, expression, and self-correction. Explain the main idea in your own words. There is no speed contest.",
          "demonstration": [
            "Read → reflect → reread",
            "Pip checks unfamiliar words and adjusts phrasing so a listener can understand the passage."
          ],
          "type": "work",
          "variantKey": "g4:reading:fluent-2",
          "completionId": "20-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.fluent-3.v1",
          "prompt": "Read, paraphrase, and reread this passage for a listener.",
          "readSections": [
            "Our team’s solar model failed during the demonstration. I wanted to hide it behind the successful models. My partner opened our notebook and pointed to the tests that had worked. We compared the room with the sunny window where we had practiced and tried again near the light. The model moved slowly. We explained the difference to the visitors and added a question for our next test.",
            "I left with an unfinished design, but also with a clearer idea of what evidence could teach us."
          ],
          "story": "Our team’s solar model failed during the demonstration. I wanted to hide it behind the successful models. My partner opened our notebook and pointed to the tests that had worked. We compared the room with the sunny window where we had practiced and tried again near the light. The model moved slowly. We explained the difference to the visitors and added a question for our next test. I left with an unfinished design, but also with a clearer idea of what evidence could teach us.",
          "hint": "A grown-up can note accuracy, phrasing, expression, and self-correction. Explain the main idea in your own words. There is no speed contest.",
          "demonstration": [
            "Read → reflect → reread",
            "Pip checks unfamiliar words and adjusts phrasing so a listener can understand the passage."
          ],
          "type": "work",
          "variantKey": "g4:reading:fluent-3",
          "completionId": "27-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.reading.fluent-4.v1",
          "prompt": "Read, paraphrase, and reread this passage for a listener.",
          "readSections": [
            "Dara’s first mural sketch filled every space with bright shapes. The librarian said she could not find the central image. Dara felt the comment was unfair; she had worked for hours. That evening she covered parts of the sketch with plain paper and looked again. A single blue bird suddenly stood out. Dara kept a photograph of the crowded version and made a simpler plan.",
            "At the opening, she described the change instead of pretending the first plan had been perfect."
          ],
          "story": "Dara’s first mural sketch filled every space with bright shapes. The librarian said she could not find the central image. Dara felt the comment was unfair; she had worked for hours. That evening she covered parts of the sketch with plain paper and looked again. A single blue bird suddenly stood out. Dara kept a photograph of the crowded version and made a simpler plan. At the opening, she described the change instead of pretending the first plan had been perfect.",
          "hint": "A grown-up can note accuracy, phrasing, expression, and self-correction. Explain the main idea in your own words. There is no speed contest.",
          "demonstration": [
            "Read → reflect → reread",
            "Pip checks unfamiliar words and adjusts phrasing so a listener can understand the passage."
          ],
          "type": "work",
          "variantKey": "g4:reading:fluent-4",
          "completionId": "34-82",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Write readable cursive with fluent joins",
      "standard": "4.W-HWK.7",
      "demo": [
        "Readable joins and spacing",
        "Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention."
      ],
      "prerequisites": [],
      "id": "g4.writing.cursive",
      "grade": 4,
      "subject": "g4-writing",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.writing.cursive-0.v1",
          "prompt": "Write a two-sentence thank-you in cursive.",
          "cursiveModel": true,
          "hint": "Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.",
          "demonstration": [
            "Readable joins and spacing",
            "Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:cursive-0",
          "completionId": "0-83",
          "supportLevel": "model-visible",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.cursive-1.v1",
          "prompt": "Write a short museum caption in cursive.",
          "cursiveModel": true,
          "hint": "Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.",
          "demonstration": [
            "Readable joins and spacing",
            "Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:cursive-1",
          "completionId": "10-83",
          "supportLevel": "model-visible",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.cursive-2.v1",
          "prompt": "Write four connected words with tall and short letters in cursive.",
          "cursiveModel": true,
          "hint": "Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.",
          "demonstration": [
            "Readable joins and spacing",
            "Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:cursive-2",
          "completionId": "20-83",
          "supportLevel": "model-visible",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.cursive-3.v1",
          "prompt": "Write a sentence containing names in cursive.",
          "cursiveModel": true,
          "hint": "Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.",
          "demonstration": [
            "Readable joins and spacing",
            "Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:cursive-3",
          "completionId": "30-83",
          "supportLevel": "model-visible",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.cursive-4.v1",
          "prompt": "Write a two-line invitation in cursive.",
          "cursiveModel": true,
          "hint": "Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.",
          "demonstration": [
            "Readable joins and spacing",
            "Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:cursive-4",
          "completionId": "40-83",
          "supportLevel": "model-visible",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.cursive-5.v1",
          "prompt": "Write a brief poem with readable spacing in cursive.",
          "cursiveModel": true,
          "hint": "Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.",
          "demonstration": [
            "Readable joins and spacing",
            "Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:cursive-5",
          "completionId": "50-83",
          "supportLevel": "model-visible",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.cursive-6.v1",
          "prompt": "Write a note that explains a fictional discovery in cursive.",
          "cursiveModel": true,
          "hint": "Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.",
          "demonstration": [
            "Readable joins and spacing",
            "Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:cursive-6",
          "completionId": "57-83",
          "supportLevel": "model-visible",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.cursive-7.v1",
          "prompt": "Write a short quotation with punctuation in cursive.",
          "cursiveModel": true,
          "hint": "Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.",
          "demonstration": [
            "Readable joins and spacing",
            "Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:cursive-7",
          "completionId": "64-83",
          "supportLevel": "model-visible",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.cursive-8.v1",
          "prompt": "Write a paragraph heading and first sentence in cursive.",
          "cursiveModel": true,
          "hint": "Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.",
          "demonstration": [
            "Readable joins and spacing",
            "Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:cursive-8",
          "completionId": "71-83",
          "supportLevel": "model-visible",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.cursive-9.v1",
          "prompt": "Write a revised copy of your least-readable sentence in cursive.",
          "cursiveModel": true,
          "hint": "Use an adult’s cursive model and comfortable pace. Ask someone to read it, then adjust a join or space. The loop example is only a motion guide. Typing does not supply handwriting evidence.",
          "demonstration": [
            "Readable joins and spacing",
            "Pip follows a grown-up’s cursive model, writes a short message, and asks a reader which joins or spaces need attention."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:cursive-9",
          "completionId": "78-83",
          "supportLevel": "model-visible",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Prepare typed writing for a chosen audience",
      "standard": "4.W-HWK.8",
      "demo": [
        "Draft → format → proofread",
        "Pip types paragraphs, checks readability, and prepares a private copy for a chosen reader."
      ],
      "prerequisites": [],
      "id": "g4.writing.keyboard",
      "grade": 4,
      "subject": "g4-writing",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.writing.keyboard-0.v1",
          "prompt": "Type and prepare a two-paragraph book recommendation.",
          "hint": "Use paragraph breaks and punctuation. Proofread for your audience and share privately with a chosen adult. Words are not published or saved on this site.",
          "demonstration": [
            "Draft → format → proofread",
            "Pip types paragraphs, checks readability, and prepares a private copy for a chosen reader."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:keyboard-0",
          "completionId": "1-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.keyboard-1.v1",
          "prompt": "Type and prepare a short explanation with a heading.",
          "hint": "Use paragraph breaks and punctuation. Proofread for your audience and share privately with a chosen adult. Words are not published or saved on this site.",
          "demonstration": [
            "Draft → format → proofread",
            "Pip types paragraphs, checks readability, and prepares a private copy for a chosen reader."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:keyboard-1",
          "completionId": "11-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.keyboard-2.v1",
          "prompt": "Type and prepare a scene with two speakers.",
          "hint": "Use paragraph breaks and punctuation. Proofread for your audience and share privately with a chosen adult. Words are not published or saved on this site.",
          "demonstration": [
            "Draft → format → proofread",
            "Pip types paragraphs, checks readability, and prepares a private copy for a chosen reader."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:keyboard-2",
          "completionId": "21-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.keyboard-3.v1",
          "prompt": "Type and prepare a fictional newsletter item.",
          "hint": "Use paragraph breaks and punctuation. Proofread for your audience and share privately with a chosen adult. Words are not published or saved on this site.",
          "demonstration": [
            "Draft → format → proofread",
            "Pip types paragraphs, checks readability, and prepares a private copy for a chosen reader."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:keyboard-3",
          "completionId": "31-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.keyboard-4.v1",
          "prompt": "Type and prepare a caption and source list for a pretend exhibit.",
          "hint": "Use paragraph breaks and punctuation. Proofread for your audience and share privately with a chosen adult. Words are not published or saved on this site.",
          "demonstration": [
            "Draft → format → proofread",
            "Pip types paragraphs, checks readability, and prepares a private copy for a chosen reader."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:keyboard-4",
          "completionId": "41-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Use complete sentences and agreement",
      "standard": "4.GC-GU.1a,g–h",
      "demo": [
        "Subject + predicate",
        "Pip checks who or what a sentence is about and whether the verb agrees, then repairs a fragment."
      ],
      "prerequisites": [],
      "id": "g4.writing.clauses",
      "grade": 4,
      "subject": "g4-writing",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.writing.grammar-0.v1",
          "prompt": "Which is a complete sentence?",
          "answer": "The seedlings grew beside the window.",
          "options": [
            {
              "label": "The seedlings grew beside the window."
            },
            {
              "label": "Beside the sunny window."
            },
            {
              "label": "Because the seedlings grew."
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "Subject + predicate",
            "Pip checks who or what a sentence is about and whether the verb agrees, then repairs a fragment."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-0",
          "completionId": "2-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.grammar-1.v1",
          "prompt": "Which sentence has subject-verb agreement?",
          "answer": "The basket of books is heavy.",
          "options": [
            {
              "label": "The basket of books is heavy."
            },
            {
              "label": "The basket of books are heavy."
            },
            {
              "label": "The books is heavy."
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "Subject + predicate",
            "Pip checks who or what a sentence is about and whether the verb agrees, then repairs a fragment."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-1",
          "completionId": "12-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.grammar-2.v1",
          "prompt": "Which repairs the run-on: Pip drew a map Jo labeled it?",
          "answer": "Pip drew a map, and Jo labeled it.",
          "options": [
            {
              "label": "Pip drew a map, and Jo labeled it."
            },
            {
              "label": "Pip drew a map Jo, labeled it."
            },
            {
              "label": "Pip drew, a map Jo labeled it."
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "Subject + predicate",
            "Pip checks who or what a sentence is about and whether the verb agrees, then repairs a fragment."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-2",
          "completionId": "22-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.grammar-3.v1",
          "prompt": "In “The curious visitors examined the model,” what is the subject?",
          "answer": "The curious visitors",
          "options": [
            {
              "label": "The curious visitors"
            },
            {
              "label": "examined the model"
            },
            {
              "label": "the model"
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "Subject + predicate",
            "Pip checks who or what a sentence is about and whether the verb agrees, then repairs a fragment."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-3",
          "completionId": "32-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.grammar-4.v1",
          "prompt": "Choose the predicate of “Our class built a paper bridge.”",
          "answer": "built a paper bridge",
          "options": [
            {
              "label": "built a paper bridge"
            },
            {
              "label": "Our class"
            },
            {
              "label": "a paper"
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "Subject + predicate",
            "Pip checks who or what a sentence is about and whether the verb agrees, then repairs a fragment."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-4",
          "completionId": "42-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Use modals to express permission, ability or obligation",
      "standard": "4.GC-GU.1b",
      "demo": [
        "may · can · must",
        "Pip uses may for permission, can for ability, and must for a requirement in a particular context."
      ],
      "prerequisites": [],
      "id": "g4.writing.modals",
      "grade": 4,
      "subject": "g4-writing",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.writing.grammar-5.v1",
          "prompt": "Which word best expresses a requirement: Visitors ___ keep the exit clear?",
          "answer": "must",
          "options": [
            {
              "label": "must"
            },
            {
              "label": "may"
            },
            {
              "label": "might"
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "may · can · must",
            "Pip uses may for permission, can for ability, and must for a requirement in a particular context."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-5",
          "completionId": "51-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.grammar-6.v1",
          "prompt": "Which sentence asks permission?",
          "answer": "May I borrow the ruler?",
          "options": [
            {
              "label": "May I borrow the ruler?"
            },
            {
              "label": "I must borrow the ruler."
            },
            {
              "label": "I can count the rulers."
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "may · can · must",
            "Pip uses may for permission, can for ability, and must for a requirement in a particular context."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-6",
          "completionId": "58-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.grammar-7.v1",
          "prompt": "Which sentence expresses an ability?",
          "answer": "Jo can read the map.",
          "options": [
            {
              "label": "Jo can read the map."
            },
            {
              "label": "Jo must read the map."
            },
            {
              "label": "Jo may leave the map."
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "may · can · must",
            "Pip uses may for permission, can for ability, and must for a requirement in a particular context."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-7",
          "completionId": "65-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.grammar-8.v1",
          "prompt": "Which word shows a possibility rather than certainty: It ___ rain later?",
          "answer": "might",
          "options": [
            {
              "label": "might"
            },
            {
              "label": "must certainly"
            },
            {
              "label": "always does"
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "may · can · must",
            "Pip uses may for permission, can for ability, and must for a requirement in a particular context."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-8",
          "completionId": "72-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Use adjective order, relative words and prepositions",
      "standard": "4.GC-GU.1c–e",
      "demo": [
        "the book that I borrowed",
        "Pip uses that to connect extra information to the book and a prepositional phrase to show where it is."
      ],
      "prerequisites": [],
      "id": "g4.writing.phrases",
      "grade": 4,
      "subject": "g4-writing",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.writing.grammar-9.v1",
          "prompt": "Which adjective order sounds conventional?",
          "answer": "a small wooden box",
          "options": [
            {
              "label": "a small wooden box"
            },
            {
              "label": "a wooden small box"
            },
            {
              "label": "a box small wooden"
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "the book that I borrowed",
            "Pip uses that to connect extra information to the book and a prepositional phrase to show where it is."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-9",
          "completionId": "79-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.grammar-10.v1",
          "prompt": "Complete: This is the artist ___ designed the mural.",
          "answer": "who",
          "options": [
            {
              "label": "who"
            },
            {
              "label": "where"
            },
            {
              "label": "when"
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "the book that I borrowed",
            "Pip uses that to connect extra information to the book and a prepositional phrase to show where it is."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-10",
          "completionId": "85-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.grammar-11.v1",
          "prompt": "Complete: We remember the day ___ the bridge opened.",
          "answer": "when",
          "options": [
            {
              "label": "when"
            },
            {
              "label": "who"
            },
            {
              "label": "whose"
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "the book that I borrowed",
            "Pip uses that to connect extra information to the book and a prepositional phrase to show where it is."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-11",
          "completionId": "87-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.grammar-12.v1",
          "prompt": "Which phrase tells where?",
          "answer": "beneath the old bridge",
          "options": [
            {
              "label": "beneath the old bridge"
            },
            {
              "label": "very thoughtfully"
            },
            {
              "label": "has finished"
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "the book that I borrowed",
            "Pip uses that to connect extra information to the book and a prepositional phrase to show where it is."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-12",
          "completionId": "89-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.grammar-13.v1",
          "prompt": "Complete: Here is the book ___ cover is torn.",
          "answer": "whose",
          "options": [
            {
              "label": "whose"
            },
            {
              "label": "who"
            },
            {
              "label": "where"
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "the book that I borrowed",
            "Pip uses that to connect extra information to the book and a prepositional phrase to show where it is."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-13",
          "completionId": "91-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.grammar-14.v1",
          "prompt": "Which phrase adds a location to “The fox waited”?",
          "answer": "beside the fence",
          "options": [
            {
              "label": "beside the fence"
            },
            {
              "label": "and but"
            },
            {
              "label": "carefully quickly"
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "the book that I borrowed",
            "Pip uses that to connect extra information to the book and a prepositional phrase to show where it is."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-14",
          "completionId": "93-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Choose commonly confused words in context",
      "standard": "4.GC-GU.1f; 4.GC-M.3",
      "demo": [
        "their · there · they’re",
        "Pip expands they’re to they are and checks whether the sentence still makes sense."
      ],
      "prerequisites": [],
      "id": "g4.writing.words",
      "grade": 4,
      "subject": "g4-writing",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.writing.grammar-15.v1",
          "prompt": "___ planning a new exhibit.",
          "answer": "They’re",
          "options": [
            {
              "label": "They’re"
            },
            {
              "label": "Their"
            },
            {
              "label": "There"
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "their · there · they’re",
            "Pip expands they’re to they are and checks whether the sentence still makes sense."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-15",
          "completionId": "95-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.grammar-16.v1",
          "prompt": "The artists brought ___ sketches.",
          "answer": "their",
          "options": [
            {
              "label": "their"
            },
            {
              "label": "there"
            },
            {
              "label": "they’re"
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "their · there · they’re",
            "Pip expands they’re to they are and checks whether the sentence still makes sense."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-16",
          "completionId": "96-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.grammar-17.v1",
          "prompt": "Please put the books over ___.",
          "answer": "there",
          "options": [
            {
              "label": "there"
            },
            {
              "label": "their"
            },
            {
              "label": "they’re"
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "their · there · they’re",
            "Pip expands they’re to they are and checks whether the sentence still makes sense."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-17",
          "completionId": "97-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.grammar-18.v1",
          "prompt": "We need ___ more rulers.",
          "answer": "two",
          "options": [
            {
              "label": "two"
            },
            {
              "label": "to"
            },
            {
              "label": "too"
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "their · there · they’re",
            "Pip expands they’re to they are and checks whether the sentence still makes sense."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-18",
          "completionId": "98-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.grammar-19.v1",
          "prompt": "This bag is ___ heavy for the hook.",
          "answer": "too",
          "options": [
            {
              "label": "too"
            },
            {
              "label": "two"
            },
            {
              "label": "to"
            }
          ],
          "hint": "Read the whole sentence and check the job of the word or phrase.",
          "demonstration": [
            "their · there · they’re",
            "Pip expands they’re to they are and checks whether the sentence still makes sense."
          ],
          "type": "choice",
          "variantKey": "g4:writing:grammar-19",
          "completionId": "99-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Edit capitalization, series and direct quotations",
      "standard": "4.GC-M.2",
      "demo": [
        "words inside quotation marks",
        "Pip marks the exact spoken words and checks commas and capitals."
      ],
      "prerequisites": [],
      "id": "g4.writing.mechanics",
      "grade": 4,
      "subject": "g4-writing",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.writing.edit-0.v1",
          "prompt": "Which sentence uses a clear list?",
          "answer": "Pack paper, pencils, and tape.",
          "options": [
            {
              "label": "Pack paper, pencils, and tape."
            },
            {
              "label": "Pack paper pencils and, tape."
            },
            {
              "label": "Pack, paper pencils and tape."
            }
          ],
          "hint": "Check exact spoken words, names, and the boundaries between items in a series.",
          "demonstration": [
            "words inside quotation marks",
            "Pip marks the exact spoken words and checks commas and capitals."
          ],
          "type": "choice",
          "variantKey": "g4:writing:edit-0",
          "completionId": "3-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.edit-1.v1",
          "prompt": "Which marks exact spoken words?",
          "answer": "“The test worked,” said Jo.",
          "options": [
            {
              "label": "“The test worked,” said Jo."
            },
            {
              "label": "The test worked, said Jo."
            },
            {
              "label": "“The test worked, said Jo.”"
            }
          ],
          "hint": "Check exact spoken words, names, and the boundaries between items in a series.",
          "demonstration": [
            "words inside quotation marks",
            "Pip marks the exact spoken words and checks commas and capitals."
          ],
          "type": "choice",
          "variantKey": "g4:writing:edit-1",
          "completionId": "13-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.edit-2.v1",
          "prompt": "Which sentence capitalizes a proper name?",
          "answer": "We visited the Snake River.",
          "options": [
            {
              "label": "We visited the Snake River."
            },
            {
              "label": "We visited the snake river."
            },
            {
              "label": "We Visited the Snake river."
            }
          ],
          "hint": "Check exact spoken words, names, and the boundaries between items in a series.",
          "demonstration": [
            "words inside quotation marks",
            "Pip marks the exact spoken words and checks commas and capitals."
          ],
          "type": "choice",
          "variantKey": "g4:writing:edit-2",
          "completionId": "23-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.edit-3.v1",
          "prompt": "Which places the question mark correctly?",
          "answer": "“Is this your map?” asked Pip.",
          "options": [
            {
              "label": "“Is this your map?” asked Pip."
            },
            {
              "label": "“Is this your map,” asked Pip?"
            },
            {
              "label": "Is this your map? asked Pip."
            }
          ],
          "hint": "Check exact spoken words, names, and the boundaries between items in a series.",
          "demonstration": [
            "words inside quotation marks",
            "Pip marks the exact spoken words and checks commas and capitals."
          ],
          "type": "choice",
          "variantKey": "g4:writing:edit-3",
          "completionId": "33-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.edit-4.v1",
          "prompt": "Which uses capitals consistently?",
          "answer": "Our group visited Boise on Monday.",
          "options": [
            {
              "label": "Our group visited Boise on Monday."
            },
            {
              "label": "Our Group visited boise on monday."
            },
            {
              "label": "our group visited Boise on Monday."
            }
          ],
          "hint": "Check exact spoken words, names, and the boundaries between items in a series.",
          "demonstration": [
            "words inside quotation marks",
            "Pip marks the exact spoken words and checks commas and capitals."
          ],
          "type": "choice",
          "variantKey": "g4:writing:edit-4",
          "completionId": "43-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.edit-5.v1",
          "prompt": "Which accurately quotes the words We tested twice?",
          "answer": "The report says, “We tested twice.”",
          "options": [
            {
              "label": "The report says, “We tested twice.”"
            },
            {
              "label": "The report says “We tested twice”."
            },
            {
              "label": "The report says, We tested twice."
            }
          ],
          "hint": "Check exact spoken words, names, and the boundaries between items in a series.",
          "demonstration": [
            "words inside quotation marks",
            "Pip marks the exact spoken words and checks commas and capitals."
          ],
          "type": "choice",
          "variantKey": "g4:writing:edit-5",
          "completionId": "52-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.edit-6.v1",
          "prompt": "Which list is punctuated clearly?",
          "answer": "We measured height, width, length, and mass.",
          "options": [
            {
              "label": "We measured height, width, length, and mass."
            },
            {
              "label": "We measured height width, length and, mass."
            },
            {
              "label": "We, measured height width length and mass."
            }
          ],
          "hint": "Check exact spoken words, names, and the boundaries between items in a series.",
          "demonstration": [
            "words inside quotation marks",
            "Pip marks the exact spoken words and checks commas and capitals."
          ],
          "type": "choice",
          "variantKey": "g4:writing:edit-6",
          "completionId": "59-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.edit-7.v1",
          "prompt": "Which dialogue sentence is complete?",
          "answer": "Pip said, “Please explain your evidence.”",
          "options": [
            {
              "label": "Pip said, “Please explain your evidence.”"
            },
            {
              "label": "Pip said “Please explain your evidence”."
            },
            {
              "label": "Pip, said please explain your evidence."
            }
          ],
          "hint": "Check exact spoken words, names, and the boundaries between items in a series.",
          "demonstration": [
            "words inside quotation marks",
            "Pip marks the exact spoken words and checks commas and capitals."
          ],
          "type": "choice",
          "variantKey": "g4:writing:edit-7",
          "completionId": "66-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.edit-8.v1",
          "prompt": "Which title uses conventional capitalization?",
          "answer": "A Journey Through the Garden",
          "options": [
            {
              "label": "A Journey Through the Garden"
            },
            {
              "label": "a Journey through the garden"
            },
            {
              "label": "A journey Through The garden"
            }
          ],
          "hint": "Check exact spoken words, names, and the boundaries between items in a series.",
          "demonstration": [
            "words inside quotation marks",
            "Pip marks the exact spoken words and checks commas and capitals."
          ],
          "type": "choice",
          "variantKey": "g4:writing:edit-8",
          "completionId": "73-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.writing.edit-9.v1",
          "prompt": "Which sentence correctly names a month?",
          "answer": "The exhibit opens in October.",
          "options": [
            {
              "label": "The exhibit opens in October."
            },
            {
              "label": "The exhibit opens in october."
            },
            {
              "label": "the Exhibit opens in october."
            }
          ],
          "hint": "Check exact spoken words, names, and the boundaries between items in a series.",
          "demonstration": [
            "words inside quotation marks",
            "Pip marks the exact spoken words and checks commas and capitals."
          ],
          "type": "choice",
          "variantKey": "g4:writing:edit-9",
          "completionId": "80-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Spell and verify words with meaningful parts",
      "standard": "4.GC-M.3",
      "demo": [
        "responsible → responsibility",
        "Pip notices how the base changes, tries the spelling, then checks a reference."
      ],
      "prerequisites": [],
      "id": "g4.writing.spelling",
      "grade": 4,
      "subject": "g4-writing",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.writing.spelling-responsibility.v1",
          "prompt": "Listen, then write the word: responsibility.",
          "expected": "responsibility",
          "hint": "Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.",
          "demonstration": [
            "responsible → responsibility",
            "Pip notices how the base changes, tries the spelling, then checks a reference."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:spelling-responsibility",
          "completionId": "4-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.spelling-disappearance.v1",
          "prompt": "Listen, then write the word: disappearance.",
          "expected": "disappearance",
          "hint": "Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.",
          "demonstration": [
            "responsible → responsibility",
            "Pip notices how the base changes, tries the spelling, then checks a reference."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:spelling-disappearance",
          "completionId": "14-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.spelling-observation.v1",
          "prompt": "Listen, then write the word: observation.",
          "expected": "observation",
          "hint": "Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.",
          "demonstration": [
            "responsible → responsibility",
            "Pip notices how the base changes, tries the spelling, then checks a reference."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:spelling-observation",
          "completionId": "24-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.spelling-independent.v1",
          "prompt": "Listen, then write the word: independent.",
          "expected": "independent",
          "hint": "Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.",
          "demonstration": [
            "responsible → responsibility",
            "Pip notices how the base changes, tries the spelling, then checks a reference."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:spelling-independent",
          "completionId": "34-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.spelling-unnecessary.v1",
          "prompt": "Listen, then write the word: unnecessary.",
          "expected": "unnecessary",
          "hint": "Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.",
          "demonstration": [
            "responsible → responsibility",
            "Pip notices how the base changes, tries the spelling, then checks a reference."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:spelling-unnecessary",
          "completionId": "44-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.spelling-environment.v1",
          "prompt": "Listen, then write the word: environment.",
          "expected": "environment",
          "hint": "Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.",
          "demonstration": [
            "responsible → responsibility",
            "Pip notices how the base changes, tries the spelling, then checks a reference."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:spelling-environment",
          "completionId": "53-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.spelling-explanation.v1",
          "prompt": "Listen, then write the word: explanation.",
          "expected": "explanation",
          "hint": "Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.",
          "demonstration": [
            "responsible → responsibility",
            "Pip notices how the base changes, tries the spelling, then checks a reference."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:spelling-explanation",
          "completionId": "60-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.spelling-different.v1",
          "prompt": "Listen, then write the word: different.",
          "expected": "different",
          "hint": "Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.",
          "demonstration": [
            "responsible → responsibility",
            "Pip notices how the base changes, tries the spelling, then checks a reference."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:spelling-different",
          "completionId": "67-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.spelling-separate.v1",
          "prompt": "Listen, then write the word: separate.",
          "expected": "separate",
          "hint": "Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.",
          "demonstration": [
            "responsible → responsibility",
            "Pip notices how the base changes, tries the spelling, then checks a reference."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:spelling-separate",
          "completionId": "74-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.spelling-usually.v1",
          "prompt": "Listen, then write the word: usually.",
          "expected": "usually",
          "hint": "Try the word first. Check a reference afterward and explain a word part or spelling pattern. Reference checking is support, not an independent first try.",
          "demonstration": [
            "responsible → responsibility",
            "Pip notices how the base changes, tries the spelling, then checks a reference."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:spelling-usually",
          "completionId": "81-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Organize a narrative around a central problem",
      "standard": "4.W-RW.1,4–5",
      "demo": [
        "Problem → choices → consequences",
        "Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution."
      ],
      "prerequisites": [],
      "id": "g4.writing.narrative",
      "grade": 4,
      "subject": "g4-writing",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.writing.narrative-0.v1",
          "prompt": "Write a narrative about a guide who loses the only map.",
          "hint": "Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.",
          "demonstration": [
            "Problem → choices → consequences",
            "Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:narrative-0",
          "completionId": "5-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.narrative-1.v1",
          "prompt": "Write a narrative about a team whose first experiment fails.",
          "hint": "Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.",
          "demonstration": [
            "Problem → choices → consequences",
            "Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:narrative-1",
          "completionId": "15-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.narrative-2.v1",
          "prompt": "Write a narrative about two friends with conflicting plans for a mural.",
          "hint": "Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.",
          "demonstration": [
            "Problem → choices → consequences",
            "Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:narrative-2",
          "completionId": "25-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.narrative-3.v1",
          "prompt": "Write a narrative about a messenger who must correct a misunderstanding.",
          "hint": "Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.",
          "demonstration": [
            "Problem → choices → consequences",
            "Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:narrative-3",
          "completionId": "35-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.narrative-4.v1",
          "prompt": "Write a narrative about a robot that follows instructions too literally.",
          "hint": "Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.",
          "demonstration": [
            "Problem → choices → consequences",
            "Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:narrative-4",
          "completionId": "45-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.narrative-5.v1",
          "prompt": "Write a narrative about a forgotten promise during a busy festival.",
          "hint": "Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.",
          "demonstration": [
            "Problem → choices → consequences",
            "Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:narrative-5",
          "completionId": "54-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.narrative-6.v1",
          "prompt": "Write a narrative about a visitor who notices a missing detail.",
          "hint": "Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.",
          "demonstration": [
            "Problem → choices → consequences",
            "Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:narrative-6",
          "completionId": "61-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.narrative-7.v1",
          "prompt": "Write a narrative about a musician choosing between two endings.",
          "hint": "Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.",
          "demonstration": [
            "Problem → choices → consequences",
            "Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:narrative-7",
          "completionId": "68-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.narrative-8.v1",
          "prompt": "Write a narrative about a character who misjudges a quiet teammate.",
          "hint": "Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.",
          "demonstration": [
            "Problem → choices → consequences",
            "Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:narrative-8",
          "completionId": "75-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.narrative-9.v1",
          "prompt": "Write a narrative about an invention with an unexpected drawback.",
          "hint": "Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.",
          "demonstration": [
            "Problem → choices → consequences",
            "Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:narrative-9",
          "completionId": "82-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.narrative-10.v1",
          "prompt": "Write a narrative about a storm that interrupts a performance.",
          "hint": "Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.",
          "demonstration": [
            "Problem → choices → consequences",
            "Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:narrative-10",
          "completionId": "86-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.narrative-11.v1",
          "prompt": "Write a narrative about a mystery involving two contradictory clues.",
          "hint": "Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.",
          "demonstration": [
            "Problem → choices → consequences",
            "Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:narrative-11",
          "completionId": "88-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.narrative-12.v1",
          "prompt": "Write a narrative about a gardener who changes an old routine.",
          "hint": "Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.",
          "demonstration": [
            "Problem → choices → consequences",
            "Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:narrative-12",
          "completionId": "90-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.narrative-13.v1",
          "prompt": "Write a narrative about a traveler returning to a changed place.",
          "hint": "Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.",
          "demonstration": [
            "Problem → choices → consequences",
            "Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:narrative-13",
          "completionId": "92-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.narrative-14.v1",
          "prompt": "Write a narrative about a club that must choose between competing ideas.",
          "hint": "Organize around one central problem. Use dialogue or description to develop motives. Connect scenes in paragraphs and resolve the problem in a way that follows from the choices.",
          "demonstration": [
            "Problem → choices → consequences",
            "Pip plans connected scenes, develops a character through dialogue, and gives the problem a fitting resolution."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:narrative-14",
          "completionId": "94-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Develop an argument with relevant support",
      "standard": "4.W-RW.2,5",
      "demo": [
        "Opinion → evidence → explanation",
        "Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation."
      ],
      "prerequisites": [],
      "id": "g4.writing.opinion",
      "grade": 4,
      "subject": "g4-writing",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.writing.argument-0.v1",
          "prompt": "Write a supported opinion about whether a pretend library should extend quiet hours.",
          "hint": "Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.",
          "demonstration": [
            "Opinion → evidence → explanation",
            "Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:argument-0",
          "completionId": "6-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.argument-1.v1",
          "prompt": "Write a supported opinion about which design best fits a school garden.",
          "hint": "Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.",
          "demonstration": [
            "Opinion → evidence → explanation",
            "Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:argument-1",
          "completionId": "16-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.argument-2.v1",
          "prompt": "Write a supported opinion about a change that would make a fictional game more accessible.",
          "hint": "Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.",
          "demonstration": [
            "Opinion → evidence → explanation",
            "Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:argument-2",
          "completionId": "26-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.argument-3.v1",
          "prompt": "Write a supported opinion about whether a character should revise a plan.",
          "hint": "Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.",
          "demonstration": [
            "Opinion → evidence → explanation",
            "Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:argument-3",
          "completionId": "36-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.argument-4.v1",
          "prompt": "Write a supported opinion about which two sources belong in an exhibit.",
          "hint": "Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.",
          "demonstration": [
            "Opinion → evidence → explanation",
            "Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:argument-4",
          "completionId": "46-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.argument-5.v1",
          "prompt": "Write a supported opinion about a material choice for a model bridge.",
          "hint": "Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.",
          "demonstration": [
            "Opinion → evidence → explanation",
            "Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:argument-5",
          "completionId": "55-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.argument-6.v1",
          "prompt": "Write a supported opinion about the most effective ending for a story.",
          "hint": "Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.",
          "demonstration": [
            "Opinion → evidence → explanation",
            "Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:argument-6",
          "completionId": "62-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.argument-7.v1",
          "prompt": "Write a supported opinion about how to improve a pretend community newsletter.",
          "hint": "Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.",
          "demonstration": [
            "Opinion → evidence → explanation",
            "Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:argument-7",
          "completionId": "69-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.argument-8.v1",
          "prompt": "Write a supported opinion about which book would suit a younger reading partner.",
          "hint": "Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.",
          "demonstration": [
            "Opinion → evidence → explanation",
            "Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:argument-8",
          "completionId": "76-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.argument-9.v1",
          "prompt": "Write a supported opinion about a useful feature for a museum display.",
          "hint": "Introduce the topic, state a clear opinion, give relevant facts or specific details, and explain each reason. Group related support and close with a conclusion that follows.",
          "demonstration": [
            "Opinion → evidence → explanation",
            "Pip makes a clear recommendation, selects a specific fact, and explains why the fact supports the recommendation."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:argument-9",
          "completionId": "83-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Organize informative paragraphs with precise language",
      "standard": "4.W-RW.3,5",
      "demo": [
        "Group related ideas",
        "Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection."
      ],
      "prerequisites": [],
      "id": "g4.writing.information",
      "grade": 4,
      "subject": "g4-writing",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.writing.report-0.v1",
          "prompt": "Explain a material comparison in an informative paragraph.",
          "story": "Sample results: a folded paper beam held 12 counters; a flat beam of equal paper held 4. Both spans were 15 cm. This is model data, not a claim about real bridges.",
          "hint": "Introduce the focus, use exact details from the sample notes, and explain what they show and do not show. Label these as supplied sample information.",
          "demonstration": [
            "Group related ideas",
            "Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:report-0",
          "completionId": "7-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.organize-0.v1",
          "prompt": "Organize a two-paragraph explanation of a material comparison.",
          "story": "Sample results: a folded paper beam held 12 counters; a flat beam of equal paper held 4. Both spans were 15 cm. This is model data, not a claim about real bridges.",
          "hint": "Make one paragraph describe the information and another explain its limits or implications. Use linking phrases and a precise concluding statement.",
          "demonstration": [
            "Group related ideas",
            "Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:organize-0",
          "completionId": "17-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.report-1.v1",
          "prompt": "Explain a library survey in an informative paragraph.",
          "story": "Fictional survey: 18 readers requested quiet spaces, 12 requested more tables, and 9 requested later hours. Participants could select only one improvement.",
          "hint": "Introduce the focus, use exact details from the sample notes, and explain what they show and do not show. Label these as supplied sample information.",
          "demonstration": [
            "Group related ideas",
            "Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:report-1",
          "completionId": "27-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.organize-1.v1",
          "prompt": "Organize a two-paragraph explanation of a library survey.",
          "story": "Fictional survey: 18 readers requested quiet spaces, 12 requested more tables, and 9 requested later hours. Participants could select only one improvement.",
          "hint": "Make one paragraph describe the information and another explain its limits or implications. Use linking phrases and a precise concluding statement.",
          "demonstration": [
            "Group related ideas",
            "Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:organize-1",
          "completionId": "37-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.report-2.v1",
          "prompt": "Explain a water-flow test in an informative paragraph.",
          "story": "Sample results: equal water poured over two equal slopes carried 8 spoonfuls of loose soil from a bare tray and 3 from a covered tray. Other tests may differ.",
          "hint": "Introduce the focus, use exact details from the sample notes, and explain what they show and do not show. Label these as supplied sample information.",
          "demonstration": [
            "Group related ideas",
            "Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:report-2",
          "completionId": "47-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.organize-2.v1",
          "prompt": "Organize a two-paragraph explanation of a water-flow test.",
          "story": "Sample results: equal water poured over two equal slopes carried 8 spoonfuls of loose soil from a bare tray and 3 from a covered tray. Other tests may differ.",
          "hint": "Make one paragraph describe the information and another explain its limits or implications. Use linking phrases and a precise concluding statement.",
          "demonstration": [
            "Group related ideas",
            "Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:organize-2",
          "completionId": "56-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.report-3.v1",
          "prompt": "Explain two exhibit plans in an informative paragraph.",
          "story": "Plan A groups photographs by date. Plan B groups them by topic. Both label sources. One highlights sequence; the other invites comparison across time.",
          "hint": "Introduce the focus, use exact details from the sample notes, and explain what they show and do not show. Label these as supplied sample information.",
          "demonstration": [
            "Group related ideas",
            "Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:report-3",
          "completionId": "63-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.organize-3.v1",
          "prompt": "Organize a two-paragraph explanation of two exhibit plans.",
          "story": "Plan A groups photographs by date. Plan B groups them by topic. Both label sources. One highlights sequence; the other invites comparison across time.",
          "hint": "Make one paragraph describe the information and another explain its limits or implications. Use linking phrases and a precise concluding statement.",
          "demonstration": [
            "Group related ideas",
            "Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:organize-3",
          "completionId": "70-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.report-4.v1",
          "prompt": "Explain a music comparison in an informative paragraph.",
          "story": "Sample listening notes: the same phrase was played at two tempos. Some listeners preferred the slower version. Preference alone does not establish which version suits every purpose.",
          "hint": "Introduce the focus, use exact details from the sample notes, and explain what they show and do not show. Label these as supplied sample information.",
          "demonstration": [
            "Group related ideas",
            "Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:report-4",
          "completionId": "77-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.organize-4.v1",
          "prompt": "Organize a two-paragraph explanation of a music comparison.",
          "story": "Sample listening notes: the same phrase was played at two tempos. Some listeners preferred the slower version. Preference alone does not establish which version suits every purpose.",
          "hint": "Make one paragraph describe the information and another explain its limits or implications. Use linking phrases and a precise concluding statement.",
          "demonstration": [
            "Group related ideas",
            "Pip groups related notes into paragraphs and uses precise words and linking phrases to explain a connection."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:organize-4",
          "completionId": "84-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Categorize research notes and list sources",
      "standard": "4.RS-IP.1; 4.ODC-DC.5",
      "demo": [
        "Question → categories → sources",
        "Pip identifies what information is needed, collects relevant notes, and keeps the source beside each note."
      ],
      "prerequisites": [],
      "id": "g4.writing.research",
      "grade": 4,
      "subject": "g4-writing",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.writing.research-0.v1",
          "prompt": "Research an Idaho community’s changing transport with a grown-up.",
          "hint": "Choose reliable sources together. Keep names and private information out of the site. Source notes belong on your own paper.",
          "demonstration": [
            "Question → categories → sources",
            "Pip identifies what information is needed, collects relevant notes, and keeps the source beside each note."
          ],
          "steps": [
            "Write a focused question and list the information needed to answer it.",
            "Use at least two sources; sort notes by topic and keep a source beside each note.",
            "Compare evidence and missing perspectives, then write a short explanation with a source list."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:research-0",
          "completionId": "8-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.research-1.v1",
          "prompt": "Research how a plant structure supports survival with a grown-up.",
          "hint": "Choose reliable sources together. Keep names and private information out of the site. Source notes belong on your own paper.",
          "demonstration": [
            "Question → categories → sources",
            "Pip identifies what information is needed, collects relevant notes, and keeps the source beside each note."
          ],
          "steps": [
            "Write a focused question and list the information needed to answer it.",
            "Use at least two sources; sort notes by topic and keep a source beside each note.",
            "Compare evidence and missing perspectives, then write a short explanation with a source list."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:research-1",
          "completionId": "18-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.research-2.v1",
          "prompt": "Research how an energy device works with a grown-up.",
          "hint": "Choose reliable sources together. Keep names and private information out of the site. Source notes belong on your own paper.",
          "demonstration": [
            "Question → categories → sources",
            "Pip identifies what information is needed, collects relevant notes, and keeps the source beside each note."
          ],
          "steps": [
            "Write a focused question and list the information needed to answer it.",
            "Use at least two sources; sort notes by topic and keep a source beside each note.",
            "Compare evidence and missing perspectives, then write a short explanation with a source list."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:research-2",
          "completionId": "28-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.research-3.v1",
          "prompt": "Research the purpose of a public artwork with a grown-up.",
          "hint": "Choose reliable sources together. Keep names and private information out of the site. Source notes belong on your own paper.",
          "demonstration": [
            "Question → categories → sources",
            "Pip identifies what information is needed, collects relevant notes, and keeps the source beside each note."
          ],
          "steps": [
            "Write a focused question and list the information needed to answer it.",
            "Use at least two sources; sort notes by topic and keep a source beside each note.",
            "Compare evidence and missing perspectives, then write a short explanation with a source list."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:research-3",
          "completionId": "38-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.research-4.v1",
          "prompt": "Research a question about a local landform with a grown-up.",
          "hint": "Choose reliable sources together. Keep names and private information out of the site. Source notes belong on your own paper.",
          "demonstration": [
            "Question → categories → sources",
            "Pip identifies what information is needed, collects relevant notes, and keeps the source beside each note."
          ],
          "steps": [
            "Write a focused question and list the information needed to answer it.",
            "Use at least two sources; sort notes by topic and keep a source beside each note.",
            "Compare evidence and missing perspectives, then write a short explanation with a source list."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:research-4",
          "completionId": "48-83",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Revise for purpose, organization and audience",
      "standard": "4.W-RW.6; 4.GC-GU.1i",
      "demo": [
        "Reader feedback → purposeful revision",
        "Pip considers the audience, asks a reader what is unclear, and makes a change that improves meaning."
      ],
      "prerequisites": [
        "g4.writing.narrative"
      ],
      "id": "g4.writing.revision",
      "grade": 4,
      "subject": "g4-writing",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf",
      "standardVersion": "Idaho ELA/Literacy · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.writing.revision-0.v1",
          "prompt": "Writing workshop: strengthen a paragraph’s main idea and supporting details.",
          "hint": "Use your draft or a grown-up-selected sample. Explain the purpose and audience, ask for feedback, and describe why your change helps a reader.",
          "demonstration": [
            "Reader feedback → purposeful revision",
            "Pip considers the audience, asks a reader what is unclear, and makes a change that improves meaning."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:revision-0",
          "completionId": "9-83",
          "supportLevel": "model-visible",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.revision-1.v1",
          "prompt": "Writing workshop: repair unclear pronouns and sentence boundaries.",
          "hint": "Use your draft or a grown-up-selected sample. Explain the purpose and audience, ask for feedback, and describe why your change helps a reader.",
          "demonstration": [
            "Reader feedback → purposeful revision",
            "Pip considers the audience, asks a reader what is unclear, and makes a change that improves meaning."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:revision-1",
          "completionId": "19-83",
          "supportLevel": "model-visible",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.revision-2.v1",
          "prompt": "Writing workshop: revise dialogue to reveal a motive.",
          "hint": "Use your draft or a grown-up-selected sample. Explain the purpose and audience, ask for feedback, and describe why your change helps a reader.",
          "demonstration": [
            "Reader feedback → purposeful revision",
            "Pip considers the audience, asks a reader what is unclear, and makes a change that improves meaning."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:revision-2",
          "completionId": "29-83",
          "supportLevel": "model-visible",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.revision-3.v1",
          "prompt": "Writing workshop: adapt an informal note into a formal request.",
          "hint": "Use your draft or a grown-up-selected sample. Explain the purpose and audience, ask for feedback, and describe why your change helps a reader.",
          "demonstration": [
            "Reader feedback → purposeful revision",
            "Pip considers the audience, asks a reader what is unclear, and makes a change that improves meaning."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:revision-3",
          "completionId": "39-83",
          "supportLevel": "model-visible",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.writing.revision-4.v1",
          "prompt": "Writing workshop: revise a conclusion so it follows from the evidence.",
          "hint": "Use your draft or a grown-up-selected sample. Explain the purpose and audience, ask for feedback, and describe why your change helps a reader.",
          "demonstration": [
            "Reader feedback → purposeful revision",
            "Pip considers the audience, asks a reader what is unclear, and makes a change that improves meaning."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:writing:revision-4",
          "completionId": "49-83",
          "supportLevel": "model-visible",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Generate equivalent fractions using a visual model",
      "standard": "4.NF.A.1",
      "demo": [
        "2/3 = 4/6",
        "Pip divides every third into two equal parts, so both the count of shaded parts and total parts double."
      ],
      "prerequisites": [],
      "id": "g4.math.equivalent",
      "grade": 4,
      "subject": "g4-math",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf",
      "standardVersion": "Idaho Mathematics · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.math.fraction-workshop-0.v1",
          "prompt": "Show a fraction equal to 1/2 using 4 equal parts.",
          "hint": "Each of Pip’s parts becomes 2 smaller parts in your bar. Multiply both the numerator, 1, and the denominator, 2, by 2. The numerator counts shaded parts. The denominator counts all equal parts. Match the shaded lengths.",
          "demonstration": [
            "2/3 = 4/6",
            "Pip divides every third into two equal parts, so both the count of shaded parts and total parts double."
          ],
          "type": "fraction-builder",
          "variantKey": "fourth-grade:fraction-workshop:0",
          "completionId": "0-46",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.fraction-workshop-1.v1",
          "prompt": "Show a fraction equal to 1/3 using 6 equal parts.",
          "hint": "Each of Pip’s parts becomes 2 smaller parts in your bar. Multiply both the numerator, 1, and the denominator, 3, by 2. The numerator counts shaded parts. The denominator counts all equal parts. Match the shaded lengths.",
          "demonstration": [
            "2/3 = 4/6",
            "Pip divides every third into two equal parts, so both the count of shaded parts and total parts double."
          ],
          "type": "fraction-builder",
          "variantKey": "fourth-grade:fraction-workshop:1",
          "completionId": "1-46",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.fraction-workshop-2.v1",
          "prompt": "Show a fraction equal to 1/4 using 8 equal parts.",
          "hint": "Each of Pip’s parts becomes 2 smaller parts in your bar. Multiply both the numerator, 1, and the denominator, 4, by 2. The numerator counts shaded parts. The denominator counts all equal parts. Match the shaded lengths.",
          "demonstration": [
            "2/3 = 4/6",
            "Pip divides every third into two equal parts, so both the count of shaded parts and total parts double."
          ],
          "type": "fraction-builder",
          "variantKey": "fourth-grade:fraction-workshop:2",
          "completionId": "2-46",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.fraction-workshop-3.v1",
          "prompt": "Show a fraction equal to 2/3 using 12 equal parts.",
          "hint": "Each of Pip’s parts becomes 4 smaller parts in your bar. Multiply both the numerator, 2, and the denominator, 3, by 4. The numerator counts shaded parts. The denominator counts all equal parts. Match the shaded lengths.",
          "demonstration": [
            "2/3 = 4/6",
            "Pip divides every third into two equal parts, so both the count of shaded parts and total parts double."
          ],
          "type": "fraction-builder",
          "variantKey": "fourth-grade:fraction-workshop:3",
          "completionId": "3-46",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.fraction-workshop-4.v1",
          "prompt": "Show a fraction equal to 3/4 using 12 equal parts.",
          "hint": "Each of Pip’s parts becomes 3 smaller parts in your bar. Multiply both the numerator, 3, and the denominator, 4, by 3. The numerator counts shaded parts. The denominator counts all equal parts. Match the shaded lengths.",
          "demonstration": [
            "2/3 = 4/6",
            "Pip divides every third into two equal parts, so both the count of shaded parts and total parts double."
          ],
          "type": "fraction-builder",
          "variantKey": "fourth-grade:fraction-workshop:4",
          "completionId": "4-46",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.fraction-workshop-5.v1",
          "prompt": "Show a fraction equal to 2/5 using 10 equal parts.",
          "hint": "Each of Pip’s parts becomes 2 smaller parts in your bar. Multiply both the numerator, 2, and the denominator, 5, by 2. The numerator counts shaded parts. The denominator counts all equal parts. Match the shaded lengths.",
          "demonstration": [
            "2/3 = 4/6",
            "Pip divides every third into two equal parts, so both the count of shaded parts and total parts double."
          ],
          "type": "fraction-builder",
          "variantKey": "fourth-grade:fraction-workshop:5",
          "completionId": "5-46",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.fraction-workshop-6.v1",
          "prompt": "Show a fraction equal to 3/6 using 12 equal parts.",
          "hint": "Each of Pip’s parts becomes 2 smaller parts in your bar. Multiply both the numerator, 3, and the denominator, 6, by 2. The numerator counts shaded parts. The denominator counts all equal parts. Match the shaded lengths.",
          "demonstration": [
            "2/3 = 4/6",
            "Pip divides every third into two equal parts, so both the count of shaded parts and total parts double."
          ],
          "type": "fraction-builder",
          "variantKey": "fourth-grade:fraction-workshop:6",
          "completionId": "6-46",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.fraction-workshop-7.v1",
          "prompt": "Show a fraction equal to 5/6 using 12 equal parts.",
          "hint": "Each of Pip’s parts becomes 2 smaller parts in your bar. Multiply both the numerator, 5, and the denominator, 6, by 2. The numerator counts shaded parts. The denominator counts all equal parts. Match the shaded lengths.",
          "demonstration": [
            "2/3 = 4/6",
            "Pip divides every third into two equal parts, so both the count of shaded parts and total parts double."
          ],
          "type": "fraction-builder",
          "variantKey": "fourth-grade:fraction-workshop:7",
          "completionId": "7-46",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.equivalent-0.v1",
          "prompt": "Write a fraction equal to 2/3. Use a different numerator and denominator.",
          "answerFraction": {
            "n": 4,
            "d": 6
          },
          "differentFrom": {
            "n": 2,
            "d": 3
          },
          "hint": "Multiply the numerator and denominator by the same positive whole number.",
          "demonstration": [
            "2/3 = 4/6",
            "Pip divides every third into two equal parts, so both the count of shaded parts and total parts double."
          ],
          "type": "fraction-answer",
          "variantKey": "g4:math:equivalent-0",
          "completionId": "95-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.equivalent-1.v1",
          "prompt": "Write a fraction equal to 3/4. Use a different numerator and denominator.",
          "answerFraction": {
            "n": 9,
            "d": 12
          },
          "differentFrom": {
            "n": 3,
            "d": 4
          },
          "hint": "Multiply the numerator and denominator by the same positive whole number.",
          "demonstration": [
            "2/3 = 4/6",
            "Pip divides every third into two equal parts, so both the count of shaded parts and total parts double."
          ],
          "type": "fraction-answer",
          "variantKey": "g4:math:equivalent-1",
          "completionId": "96-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.equivalent-2.v1",
          "prompt": "Write a fraction equal to 5/4. Use a different numerator and denominator.",
          "answerFraction": {
            "n": 10,
            "d": 8
          },
          "differentFrom": {
            "n": 5,
            "d": 4
          },
          "hint": "Multiply the numerator and denominator by the same positive whole number.",
          "demonstration": [
            "2/3 = 4/6",
            "Pip divides every third into two equal parts, so both the count of shaded parts and total parts double."
          ],
          "type": "fraction-answer",
          "variantKey": "g4:math:equivalent-2",
          "completionId": "97-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.equivalent-3.v1",
          "prompt": "Write a fraction equal to 7/6. Use a different numerator and denominator.",
          "answerFraction": {
            "n": 14,
            "d": 12
          },
          "differentFrom": {
            "n": 7,
            "d": 6
          },
          "hint": "Multiply the numerator and denominator by the same positive whole number.",
          "demonstration": [
            "2/3 = 4/6",
            "Pip divides every third into two equal parts, so both the count of shaded parts and total parts double."
          ],
          "type": "fraction-answer",
          "variantKey": "g4:math:equivalent-3",
          "completionId": "98-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.equivalent-4.v1",
          "prompt": "Write a fraction equal to 2/1. Use a different numerator and denominator.",
          "answerFraction": {
            "n": 8,
            "d": 4
          },
          "differentFrom": {
            "n": 2,
            "d": 1
          },
          "hint": "Multiply the numerator and denominator by the same positive whole number.",
          "demonstration": [
            "2/3 = 4/6",
            "Pip divides every third into two equal parts, so both the count of shaded parts and total parts double."
          ],
          "type": "fraction-answer",
          "variantKey": "g4:math:equivalent-4",
          "completionId": "99-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Represent multiplicative comparisons",
      "standard": "4.OA.A.1–2",
      "demo": [
        "3 times as many",
        "Pip uses three equal groups to represent three times as many, rather than adding three."
      ],
      "prerequisites": [],
      "id": "g4.math.comparison",
      "grade": 4,
      "subject": "g4-math",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf",
      "standardVersion": "Idaho Mathematics · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.math.comparison-times.v1",
          "prompt": "Jo has 8 cards. Ren has 4 times as many. How many cards does Ren have?",
          "answer": 32,
          "hint": "Represent four equal groups of eight.",
          "demonstration": [
            "3 times as many",
            "Pip uses three equal groups to represent three times as many, rather than adding three."
          ],
          "type": "number",
          "variantKey": "g4:math:comparison-times",
          "completionId": "1-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.comparison-factor.v1",
          "prompt": "A red ribbon is 42 cm long. A blue ribbon is 7 cm long. How many times as long is the red ribbon?",
          "answer": 6,
          "hint": "Find how many groups of the shorter length fit in the longer length.",
          "demonstration": [
            "3 times as many",
            "Pip uses three equal groups to represent three times as many, rather than adding three."
          ],
          "type": "number",
          "variantKey": "g4:math:comparison-factor",
          "completionId": "12-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.comparison-unknown.v1",
          "prompt": "Pip has 5 times as many counters as Jo. Pip has 45. How many does Jo have?",
          "answer": 9,
          "hint": "Use division to find one equal group.",
          "demonstration": [
            "3 times as many",
            "Pip uses three equal groups to represent three times as many, rather than adding three."
          ],
          "type": "number",
          "variantKey": "g4:math:comparison-unknown",
          "completionId": "23-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Solve multistep stories and interpret remainders",
      "standard": "4.OA.A.3",
      "demo": [
        "Calculate → interpret → check",
        "Pip solves each step and asks what a remainder means in the actual situation."
      ],
      "prerequisites": [
        "g4.math.comparison"
      ],
      "id": "g4.math.stories",
      "grade": 4,
      "subject": "g4-math",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf",
      "standardVersion": "Idaho Mathematics · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.math.story-buses.v1",
          "prompt": "A club has 53 travelers. Each small bus has 8 passenger seats. How many buses are needed for everyone?",
          "answer": 7,
          "hint": "A partly filled bus is still needed for travelers left over.",
          "demonstration": [
            "Calculate → interpret → check",
            "Pip solves each step and asks what a remainder means in the actual situation."
          ],
          "type": "number",
          "variantKey": "g4:math:story-buses",
          "completionId": "34-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.story-boxes.v1",
          "prompt": "Pack 74 cards into boxes of 6. How many full boxes can you fill?",
          "answer": 12,
          "hint": "Interpret the remainder: this question asks only for full boxes.",
          "demonstration": [
            "Calculate → interpret → check",
            "Pip solves each step and asks what a remainder means in the actual situation."
          ],
          "type": "number",
          "variantKey": "g4:math:story-boxes",
          "completionId": "45-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.story-supplies.v1",
          "prompt": "Buy 4 packs of 24 pencils and give away 37 pencils. How many remain?",
          "answer": 59,
          "hint": "Find the total in the packs, then subtract the amount given away.",
          "demonstration": [
            "Calculate → interpret → check",
            "Pip solves each step and asks what a remainder means in the actual situation."
          ],
          "type": "number",
          "variantKey": "g4:math:story-supplies",
          "completionId": "56-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.story-cost.v1",
          "prompt": "A pretend club buys 6 books at $8 each and has $70. How many dollars remain?",
          "answer": 22,
          "hint": "Find the cost, then compare it with the budget.",
          "demonstration": [
            "Calculate → interpret → check",
            "Pip solves each step and asks what a remainder means in the actual situation."
          ],
          "type": "number",
          "variantKey": "g4:math:story-cost",
          "completionId": "64-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Find factors, multiples, primes and composites",
      "standard": "4.OA.B.4",
      "demo": [
        "Factor pairs of 12",
        "Pip lists one times twelve, two times six, and three times four, then checks for missing pairs."
      ],
      "prerequisites": [],
      "id": "g4.math.factors",
      "grade": 4,
      "subject": "g4-math",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf",
      "standardVersion": "Idaho Mathematics · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.math.factor-pairs.v1",
          "prompt": "Which list includes all factor pairs of 24?",
          "answer": "1×24, 2×12, 3×8, 4×6",
          "options": [
            {
              "label": "1×24, 2×12, 3×8, 4×6"
            },
            {
              "label": "1×24, 2×12 only"
            },
            {
              "label": "1×24, 5×5, 6×4"
            }
          ],
          "hint": "Check that each pair multiplies to the target and that none are missing.",
          "demonstration": [
            "Factor pairs of 12",
            "Pip lists one times twelve, two times six, and three times four, then checks for missing pairs."
          ],
          "type": "choice",
          "variantKey": "g4:math:factor-pairs",
          "completionId": "2-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.prime-29.v1",
          "prompt": "Is 29 prime or composite?",
          "answer": "prime",
          "options": [
            {
              "label": "prime"
            },
            {
              "label": "composite"
            },
            {
              "label": "neither"
            }
          ],
          "hint": "Look for whole-number factors besides one and itself.",
          "demonstration": [
            "Factor pairs of 12",
            "Pip lists one times twelve, two times six, and three times four, then checks for missing pairs."
          ],
          "type": "choice",
          "variantKey": "g4:math:prime-29",
          "completionId": "13-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.composite-51.v1",
          "prompt": "Why is 51 composite?",
          "answer": "It has factors 3 and 17.",
          "options": [
            {
              "label": "It has factors 3 and 17."
            },
            {
              "label": "It is odd."
            },
            {
              "label": "It has two digits."
            }
          ],
          "hint": "A composite number has more than two positive factors.",
          "demonstration": [
            "Factor pairs of 12",
            "Pip lists one times twelve, two times six, and three times four, then checks for missing pairs."
          ],
          "type": "choice",
          "variantKey": "g4:math:composite-51",
          "completionId": "24-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.multiple-7.v1",
          "prompt": "Which is a multiple of 7?",
          "answer": "56",
          "options": [
            {
              "label": "56"
            },
            {
              "label": "54"
            },
            {
              "label": "58"
            }
          ],
          "hint": "Use a multiplication fact or equal groups.",
          "demonstration": [
            "Factor pairs of 12",
            "Pip lists one times twelve, two times six, and three times four, then checks for missing pairs."
          ],
          "type": "choice",
          "variantKey": "g4:math:multiple-7",
          "completionId": "35-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.factor-model.v1",
          "prompt": "Draw all rectangles with whole-number side lengths and area 36 square units.",
          "hint": "Use factor pairs and explain how you know the list is complete. Rotations need not count as new pairs.",
          "demonstration": [
            "Factor pairs of 12",
            "Pip lists one times twelve, two times six, and three times four, then checks for missing pairs."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:math:factor-model",
          "completionId": "46-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Generate a pattern and explain a feature",
      "standard": "4.OA.C.5",
      "demo": [
        "Start at 1; add 3",
        "Pip writes several terms and notices that adding three changes odd numbers to even and even to odd."
      ],
      "prerequisites": [],
      "id": "g4.math.patterns",
      "grade": 4,
      "subject": "g4-math",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf",
      "standardVersion": "Idaho Mathematics · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.math.pattern-0.v1",
          "prompt": "Start at 1 and add 3 each time. What is the fifth term?",
          "answer": 13,
          "hint": "The starting number is term one. Write four more terms.",
          "demonstration": [
            "Start at 1; add 3",
            "Pip writes several terms and notices that adding three changes odd numbers to even and even to odd."
          ],
          "type": "number",
          "variantKey": "g4:math:pattern-0",
          "completionId": "3-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.pattern-1.v1",
          "prompt": "Start at 2 and add 5 each time. What is the fifth term?",
          "answer": 22,
          "hint": "The starting number is term one. Write four more terms.",
          "demonstration": [
            "Start at 1; add 3",
            "Pip writes several terms and notices that adding three changes odd numbers to even and even to odd."
          ],
          "type": "number",
          "variantKey": "g4:math:pattern-1",
          "completionId": "14-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.pattern-2.v1",
          "prompt": "Start at 4 and add 6 each time. What is the fifth term?",
          "answer": 28,
          "hint": "The starting number is term one. Write four more terms.",
          "demonstration": [
            "Start at 1; add 3",
            "Pip writes several terms and notices that adding three changes odd numbers to even and even to odd."
          ],
          "type": "number",
          "variantKey": "g4:math:pattern-2",
          "completionId": "25-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.pattern-parity.v1",
          "prompt": "Start at 1 and add 3. Explain why odd and even terms alternate.",
          "hint": "Generate several terms, then use what adding an odd number does to pairs. Examples alone do not explain why.",
          "demonstration": [
            "Start at 1; add 3",
            "Pip writes several terms and notices that adding three changes odd numbers to even and even to odd."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:math:pattern-parity",
          "completionId": "36-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.math.shape-pattern.v1",
          "prompt": "Create a repeating shape pattern, then explain a feature not stated in its rule.",
          "hint": "State the repeat unit, extend it, and predict a later position. Show how the rule supports your prediction.",
          "demonstration": [
            "Start at 1; add 3",
            "Pip writes several terms and notices that adding three changes odd numbers to even and even to odd."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:math:shape-pattern",
          "completionId": "47-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Use place value and round within one million",
      "standard": "4.NBT.A.1–3",
      "demo": [
        "Ten times the place to the right",
        "Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers."
      ],
      "prerequisites": [],
      "id": "g4.math.place",
      "grade": 4,
      "subject": "g4-math",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf",
      "standardVersion": "Idaho Mathematics · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.math.value-7.v1",
          "prompt": "What is the value of 7 in 472,615?",
          "answer": 70000,
          "hint": "Name the digit’s place before giving its value.",
          "demonstration": [
            "Ten times the place to the right",
            "Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers."
          ],
          "type": "number",
          "variantKey": "g4:math:value-7",
          "completionId": "4-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.ten-times.v1",
          "prompt": "The 4 in 40,000 has how many times the value of the 4 in 4,000?",
          "answer": 10,
          "hint": "Compare neighboring place values.",
          "demonstration": [
            "Ten times the place to the right",
            "Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers."
          ],
          "type": "number",
          "variantKey": "g4:math:ten-times",
          "completionId": "15-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.expanded.v1",
          "prompt": "Write 300,000 + 20,000 + 600 + 9 as a number.",
          "answer": 320609,
          "hint": "Include zero in places with no amount.",
          "demonstration": [
            "Ten times the place to the right",
            "Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers."
          ],
          "type": "number",
          "variantKey": "g4:math:expanded",
          "completionId": "26-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.million.v1",
          "prompt": "What number is ten hundred-thousands?",
          "answer": 1000000,
          "hint": "Bundle ten of one place into the next larger place.",
          "demonstration": [
            "Ten times the place to the right",
            "Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers."
          ],
          "type": "number",
          "variantKey": "g4:math:million",
          "completionId": "37-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.compare-place.v1",
          "prompt": "Compare 506,080 and 560,008.",
          "answer": "506,080 < 560,008",
          "options": [
            {
              "label": "506,080 < 560,008"
            },
            {
              "label": "506,080 > 560,008"
            },
            {
              "label": "506,080 = 560,008"
            }
          ],
          "hint": "Compare digits from the left until they differ.",
          "demonstration": [
            "Ten times the place to the right",
            "Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers."
          ],
          "type": "choice",
          "variantKey": "g4:math:compare-place",
          "completionId": "48-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.round-0.v1",
          "prompt": "Round 347,652 to the nearest 1,000.",
          "answer": 348000,
          "hint": "Find the neighboring multiples and compare distances. Halfway rounds up.",
          "demonstration": [
            "Ten times the place to the right",
            "Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers."
          ],
          "type": "number",
          "variantKey": "g4:math:round-0",
          "completionId": "57-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.round-1.v1",
          "prompt": "Round 682,149 to the nearest 10,000.",
          "answer": 680000,
          "hint": "Find the neighboring multiples and compare distances. Halfway rounds up.",
          "demonstration": [
            "Ten times the place to the right",
            "Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers."
          ],
          "type": "number",
          "variantKey": "g4:math:round-1",
          "completionId": "65-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.round-2.v1",
          "prompt": "Round 950,000 to the nearest 100,000.",
          "answer": 1000000,
          "hint": "Find the neighboring multiples and compare distances. Halfway rounds up.",
          "demonstration": [
            "Ten times the place to the right",
            "Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers."
          ],
          "type": "number",
          "variantKey": "g4:math:round-2",
          "completionId": "72-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.round-3.v1",
          "prompt": "Round 74,839 to the nearest 100.",
          "answer": 74800,
          "hint": "Find the neighboring multiples and compare distances. Halfway rounds up.",
          "demonstration": [
            "Ten times the place to the right",
            "Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers."
          ],
          "type": "number",
          "variantKey": "g4:math:round-3",
          "completionId": "78-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.round-4.v1",
          "prompt": "Round 329,451 to the nearest 10.",
          "answer": 329450,
          "hint": "Find the neighboring multiples and compare distances. Halfway rounds up.",
          "demonstration": [
            "Ten times the place to the right",
            "Pip compares the value of a digit in neighboring places, then uses that structure to read and round numbers."
          ],
          "type": "number",
          "variantKey": "g4:math:round-4",
          "completionId": "84-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Check whole-number calculation results",
      "standard": "4.NBT.B.4–6",
      "demo": [
        "Estimate → compute → check",
        "Pip estimates, calculates with place value, and checks a product or quotient with a related operation."
      ],
      "prerequisites": [],
      "id": "g4.math.calculate",
      "grade": 4,
      "subject": "g4-math",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf",
      "standardVersion": "Idaho Mathematics · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.math.calculate-0.v1",
          "prompt": "45786 + 28947 = ?",
          "answer": 74733,
          "operation": {
            "a": 45786,
            "b": 28947,
            "op": "+"
          },
          "hint": "Use a written method or model, then estimate or use a related operation to check.",
          "demonstration": [
            "Estimate → compute → check",
            "Pip estimates, calculates with place value, and checks a product or quotient with a related operation."
          ],
          "type": "number",
          "variantKey": "g4:math:calculate-0",
          "completionId": "5-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.calculate-1.v1",
          "prompt": "80304 − 47658 = ?",
          "answer": 32646,
          "operation": {
            "a": 80304,
            "b": 47658,
            "op": "−"
          },
          "hint": "Use a written method or model, then estimate or use a related operation to check.",
          "demonstration": [
            "Estimate → compute → check",
            "Pip estimates, calculates with place value, and checks a product or quotient with a related operation."
          ],
          "type": "number",
          "variantKey": "g4:math:calculate-1",
          "completionId": "16-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.calculate-2.v1",
          "prompt": "2306 × 7 = ?",
          "answer": 16142,
          "operation": {
            "a": 2306,
            "b": 7,
            "op": "×"
          },
          "hint": "Use a written method or model, then estimate or use a related operation to check.",
          "demonstration": [
            "Estimate → compute → check",
            "Pip estimates, calculates with place value, and checks a product or quotient with a related operation."
          ],
          "type": "number",
          "variantKey": "g4:math:calculate-2",
          "completionId": "27-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.calculate-3.v1",
          "prompt": "46 × 28 = ?",
          "answer": 1288,
          "operation": {
            "a": 46,
            "b": 28,
            "op": "×"
          },
          "hint": "Use a written method or model, then estimate or use a related operation to check.",
          "demonstration": [
            "Estimate → compute → check",
            "Pip estimates, calculates with place value, and checks a product or quotient with a related operation."
          ],
          "type": "number",
          "variantKey": "g4:math:calculate-3",
          "completionId": "38-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.calculate-4.v1",
          "prompt": "936 ÷ 6 = ?",
          "answer": 156,
          "operation": {
            "a": 936,
            "b": 6,
            "op": "÷"
          },
          "hint": "Use a written method or model, then estimate or use a related operation to check.",
          "demonstration": [
            "Estimate → compute → check",
            "Pip estimates, calculates with place value, and checks a product or quotient with a related operation."
          ],
          "type": "number",
          "variantKey": "g4:math:calculate-4",
          "completionId": "49-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.calculate-5.v1",
          "prompt": "3784 ÷ 4 = ?",
          "answer": 946,
          "operation": {
            "a": 3784,
            "b": 4,
            "op": "÷"
          },
          "hint": "Use a written method or model, then estimate or use a related operation to check.",
          "demonstration": [
            "Estimate → compute → check",
            "Pip estimates, calculates with place value, and checks a product or quotient with a related operation."
          ],
          "type": "number",
          "variantKey": "g4:math:calculate-5",
          "completionId": "58-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.division-remainder.v1",
          "prompt": "What is 947 ÷ 6 as a whole-number quotient and remainder?",
          "answer": "157 remainder 5",
          "options": [
            {
              "label": "157 remainder 5"
            },
            {
              "label": "158 remainder 1"
            },
            {
              "label": "156 remainder 5"
            }
          ],
          "hint": "Multiply the quotient by six, add the remainder, and check the original dividend.",
          "demonstration": [
            "Estimate → compute → check",
            "Pip estimates, calculates with place value, and checks a product or quotient with a related operation."
          ],
          "type": "choice",
          "variantKey": "g4:math:division-remainder",
          "completionId": "66-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Explain a written algorithm or calculation model",
      "standard": "4.NBT.B.4–6",
      "demo": [
        "Show why the steps work",
        "Pip labels place values, explains an exchange or partial product, and checks the result."
      ],
      "prerequisites": [],
      "id": "g4.math.algorithm",
      "grade": 4,
      "subject": "g4-math",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf",
      "standardVersion": "Idaho Mathematics · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.math.algorithm-0.v1",
          "prompt": "Explain the standard addition algorithm for 38,476 + 24,859.",
          "hint": "Label place values and explain each exchange or partial product to a grown-up. A correct final answer alone does not demonstrate the method.",
          "demonstration": [
            "Show why the steps work",
            "Pip labels place values, explains an exchange or partial product, and checks the result."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:math:algorithm-0",
          "completionId": "73-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.math.algorithm-1.v1",
          "prompt": "Explain the standard subtraction algorithm for 70,203 − 28,946.",
          "hint": "Label place values and explain each exchange or partial product to a grown-up. A correct final answer alone does not demonstrate the method.",
          "demonstration": [
            "Show why the steps work",
            "Pip labels place values, explains an exchange or partial product, and checks the result."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:math:algorithm-1",
          "completionId": "79-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.math.algorithm-2.v1",
          "prompt": "Show and explain an area or partial-products model for 34 × 27.",
          "hint": "Label place values and explain each exchange or partial product to a grown-up. A correct final answer alone does not demonstrate the method.",
          "demonstration": [
            "Show why the steps work",
            "Pip labels place values, explains an exchange or partial product, and checks the result."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:math:algorithm-2",
          "completionId": "85-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Add and subtract like-denominator fractions",
      "standard": "4.NF.B.3",
      "demo": [
        "3/8 + 2/8",
        "Pip joins three eighths and two eighths. The size of each part stays an eighth."
      ],
      "prerequisites": [
        "g4.math.equivalent"
      ],
      "id": "g4.math.fractionSum",
      "grade": 4,
      "subject": "g4-math",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf",
      "standardVersion": "Idaho Mathematics · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.math.sum-0.v1",
          "prompt": "3/8 + 2/8 = ?",
          "answerFraction": {
            "n": 5,
            "d": 8
          },
          "hint": "Combine or remove equal-sized parts. An equivalent fraction or mixed number is welcome.",
          "demonstration": [
            "3/8 + 2/8",
            "Pip joins three eighths and two eighths. The size of each part stays an eighth."
          ],
          "type": "fraction-answer",
          "variantKey": "g4:math:sum-0",
          "completionId": "6-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.sum-1.v1",
          "prompt": "7/10 − 4/10 = ?",
          "answerFraction": {
            "n": 3,
            "d": 10
          },
          "hint": "Combine or remove equal-sized parts. An equivalent fraction or mixed number is welcome.",
          "demonstration": [
            "3/8 + 2/8",
            "Pip joins three eighths and two eighths. The size of each part stays an eighth."
          ],
          "type": "fraction-answer",
          "variantKey": "g4:math:sum-1",
          "completionId": "17-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.sum-2.v1",
          "prompt": "5/6 + 4/6 = ?",
          "answerFraction": {
            "n": 9,
            "d": 6
          },
          "hint": "Combine or remove equal-sized parts. An equivalent fraction or mixed number is welcome.",
          "demonstration": [
            "3/8 + 2/8",
            "Pip joins three eighths and two eighths. The size of each part stays an eighth."
          ],
          "type": "fraction-answer",
          "variantKey": "g4:math:sum-2",
          "completionId": "28-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.sum-3.v1",
          "prompt": "11/4 − 3/4 = ?",
          "answerFraction": {
            "n": 8,
            "d": 4
          },
          "hint": "Combine or remove equal-sized parts. An equivalent fraction or mixed number is welcome.",
          "demonstration": [
            "3/8 + 2/8",
            "Pip joins three eighths and two eighths. The size of each part stays an eighth."
          ],
          "type": "fraction-answer",
          "variantKey": "g4:math:sum-3",
          "completionId": "39-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.sum-4.v1",
          "prompt": "13/8 + 9/8 = ?",
          "answerFraction": {
            "n": 22,
            "d": 8
          },
          "hint": "Combine or remove equal-sized parts. An equivalent fraction or mixed number is welcome.",
          "demonstration": [
            "3/8 + 2/8",
            "Pip joins three eighths and two eighths. The size of each part stays an eighth."
          ],
          "type": "fraction-answer",
          "variantKey": "g4:math:sum-4",
          "completionId": "50-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.sum-5.v1",
          "prompt": "17/6 − 11/6 = ?",
          "answerFraction": {
            "n": 6,
            "d": 6
          },
          "hint": "Combine or remove equal-sized parts. An equivalent fraction or mixed number is welcome.",
          "demonstration": [
            "3/8 + 2/8",
            "Pip joins three eighths and two eighths. The size of each part stays an eighth."
          ],
          "type": "fraction-answer",
          "variantKey": "g4:math:sum-5",
          "completionId": "59-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Multiply a fraction by a whole number",
      "standard": "4.NF.B.4",
      "demo": [
        "3 × 2/5",
        "Pip combines three groups of two fifths to make six fifths."
      ],
      "prerequisites": [
        "g4.math.fractionSum"
      ],
      "id": "g4.math.fractionProduct",
      "grade": 4,
      "subject": "g4-math",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf",
      "standardVersion": "Idaho Mathematics · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.math.product-0.v1",
          "prompt": "3 × 2/5 = ?",
          "answerFraction": {
            "n": 6,
            "d": 5
          },
          "hint": "Think of equal groups of the fraction. Keep the part size the same.",
          "demonstration": [
            "3 × 2/5",
            "Pip combines three groups of two fifths to make six fifths."
          ],
          "type": "fraction-answer",
          "variantKey": "g4:math:product-0",
          "completionId": "67-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.product-1.v1",
          "prompt": "4 × 3/8 = ?",
          "answerFraction": {
            "n": 12,
            "d": 8
          },
          "hint": "Think of equal groups of the fraction. Keep the part size the same.",
          "demonstration": [
            "3 × 2/5",
            "Pip combines three groups of two fifths to make six fifths."
          ],
          "type": "fraction-answer",
          "variantKey": "g4:math:product-1",
          "completionId": "74-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.product-2.v1",
          "prompt": "5 × 1/6 = ?",
          "answerFraction": {
            "n": 5,
            "d": 6
          },
          "hint": "Think of equal groups of the fraction. Keep the part size the same.",
          "demonstration": [
            "3 × 2/5",
            "Pip combines three groups of two fifths to make six fifths."
          ],
          "type": "fraction-answer",
          "variantKey": "g4:math:product-2",
          "completionId": "80-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.product-3.v1",
          "prompt": "3 × 5/4 = ?",
          "answerFraction": {
            "n": 15,
            "d": 4
          },
          "hint": "Think of equal groups of the fraction. Keep the part size the same.",
          "demonstration": [
            "3 × 2/5",
            "Pip combines three groups of two fifths to make six fifths."
          ],
          "type": "fraction-answer",
          "variantKey": "g4:math:product-3",
          "completionId": "86-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Compare fractions referring to the same whole",
      "standard": "4.NF.A.2",
      "demo": [
        "2/3 and 3/4",
        "Pip uses equivalent twelfths or a visual model, keeping the whole the same."
      ],
      "prerequisites": [
        "g4.math.equivalent"
      ],
      "id": "g4.math.fractionCompare",
      "grade": 4,
      "subject": "g4-math",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf",
      "standardVersion": "Idaho Mathematics · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.math.fraction-compare-0.v1",
          "prompt": "Same whole: 2/3 ___ 3/4.",
          "answer": "<",
          "options": [
            {
              "label": "<"
            },
            {
              "label": ">"
            },
            {
              "label": "="
            }
          ],
          "hint": "Use common denominators, a benchmark, or a drawing. Explain the comparison.",
          "demonstration": [
            "2/3 and 3/4",
            "Pip uses equivalent twelfths or a visual model, keeping the whole the same."
          ],
          "type": "choice",
          "variantKey": "g4:math:fraction-compare-0",
          "completionId": "90-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.fraction-compare-1.v1",
          "prompt": "Same whole: 5/6 ___ 7/8.",
          "answer": "<",
          "options": [
            {
              "label": "<"
            },
            {
              "label": ">"
            },
            {
              "label": "="
            }
          ],
          "hint": "Use common denominators, a benchmark, or a drawing. Explain the comparison.",
          "demonstration": [
            "2/3 and 3/4",
            "Pip uses equivalent twelfths or a visual model, keeping the whole the same."
          ],
          "type": "choice",
          "variantKey": "g4:math:fraction-compare-1",
          "completionId": "91-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.fraction-compare-2.v1",
          "prompt": "Same whole: 3/5 ___ 4/10.",
          "answer": ">",
          "options": [
            {
              "label": ">"
            },
            {
              "label": "<"
            },
            {
              "label": "="
            }
          ],
          "hint": "Use common denominators, a benchmark, or a drawing. Explain the comparison.",
          "demonstration": [
            "2/3 and 3/4",
            "Pip uses equivalent twelfths or a visual model, keeping the whole the same."
          ],
          "type": "choice",
          "variantKey": "g4:math:fraction-compare-2",
          "completionId": "92-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.fraction-compare-3.v1",
          "prompt": "Same whole: 7/4 ___ 5/3.",
          "answer": ">",
          "options": [
            {
              "label": ">"
            },
            {
              "label": "<"
            },
            {
              "label": "="
            }
          ],
          "hint": "Use common denominators, a benchmark, or a drawing. Explain the comparison.",
          "demonstration": [
            "2/3 and 3/4",
            "Pip uses equivalent twelfths or a visual model, keeping the whole the same."
          ],
          "type": "choice",
          "variantKey": "g4:math:fraction-compare-3",
          "completionId": "93-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.fraction-compare-4.v1",
          "prompt": "Same whole: 3/6 ___ 4/8.",
          "answer": "=",
          "options": [
            {
              "label": "="
            },
            {
              "label": "<"
            },
            {
              "label": ">"
            }
          ],
          "hint": "Use common denominators, a benchmark, or a drawing. Explain the comparison.",
          "demonstration": [
            "2/3 and 3/4",
            "Pip uses equivalent twelfths or a visual model, keeping the whole the same."
          ],
          "type": "choice",
          "variantKey": "g4:math:fraction-compare-4",
          "completionId": "94-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Connect decimals, tenths and hundredths",
      "standard": "4.NF.C.5–7",
      "demo": [
        "0.6 = 60/100",
        "Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes."
      ],
      "prerequisites": [],
      "id": "g4.math.decimals",
      "grade": 4,
      "subject": "g4-math",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf",
      "standardVersion": "Idaho Mathematics · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.math.decimal-0.v1",
          "prompt": "Write 6/10 as a decimal.",
          "answer": 0.6,
          "decimalGrid": 60,
          "hint": "Tenths and hundredths name decimal places. You may include a zero before the decimal point.",
          "demonstration": [
            "0.6 = 60/100",
            "Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes."
          ],
          "type": "number",
          "variantKey": "g4:math:decimal-0",
          "completionId": "7-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.decimal-1.v1",
          "prompt": "Write 37/100 as a decimal.",
          "answer": 0.37,
          "decimalGrid": 37,
          "hint": "Tenths and hundredths name decimal places. You may include a zero before the decimal point.",
          "demonstration": [
            "0.6 = 60/100",
            "Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes."
          ],
          "type": "number",
          "variantKey": "g4:math:decimal-1",
          "completionId": "18-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.decimal-2.v1",
          "prompt": "Write 4/100 as a decimal.",
          "answer": 0.04,
          "decimalGrid": 4,
          "hint": "Tenths and hundredths name decimal places. You may include a zero before the decimal point.",
          "demonstration": [
            "0.6 = 60/100",
            "Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes."
          ],
          "type": "number",
          "variantKey": "g4:math:decimal-2",
          "completionId": "29-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.decimal-3.v1",
          "prompt": "Write 9/10 as a decimal.",
          "answer": 0.9,
          "decimalGrid": 90,
          "hint": "Tenths and hundredths name decimal places. You may include a zero before the decimal point.",
          "demonstration": [
            "0.6 = 60/100",
            "Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes."
          ],
          "type": "number",
          "variantKey": "g4:math:decimal-3",
          "completionId": "40-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.decimal-4.v1",
          "prompt": "Write 85/100 as a decimal.",
          "answer": 0.85,
          "decimalGrid": 85,
          "hint": "Tenths and hundredths name decimal places. You may include a zero before the decimal point.",
          "demonstration": [
            "0.6 = 60/100",
            "Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes."
          ],
          "type": "number",
          "variantKey": "g4:math:decimal-4",
          "completionId": "51-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.decimal-compare-0.v1",
          "prompt": "Same whole: 0.60 ___ 0.58.",
          "answer": ">",
          "options": [
            {
              "label": ">"
            },
            {
              "label": "<"
            },
            {
              "label": "="
            }
          ],
          "hint": "Compare tenths, then hundredths; a trailing zero does not change the value.",
          "demonstration": [
            "0.6 = 60/100",
            "Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes."
          ],
          "type": "choice",
          "variantKey": "g4:math:decimal-compare-0",
          "completionId": "60-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.decimal-compare-1.v1",
          "prompt": "Same whole: 0.09 ___ 0.90.",
          "answer": "<",
          "options": [
            {
              "label": "<"
            },
            {
              "label": ">"
            },
            {
              "label": "="
            }
          ],
          "hint": "Compare tenths, then hundredths; a trailing zero does not change the value.",
          "demonstration": [
            "0.6 = 60/100",
            "Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes."
          ],
          "type": "choice",
          "variantKey": "g4:math:decimal-compare-1",
          "completionId": "68-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.decimal-compare-2.v1",
          "prompt": "Same whole: 0.70 ___ 0.70.",
          "answer": "=",
          "options": [
            {
              "label": "="
            },
            {
              "label": "<"
            },
            {
              "label": ">"
            }
          ],
          "hint": "Compare tenths, then hundredths; a trailing zero does not change the value.",
          "demonstration": [
            "0.6 = 60/100",
            "Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes."
          ],
          "type": "choice",
          "variantKey": "g4:math:decimal-compare-2",
          "completionId": "75-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.decimal-compare-3.v1",
          "prompt": "Same whole: 0.35 ___ 0.53.",
          "answer": "<",
          "options": [
            {
              "label": "<"
            },
            {
              "label": ">"
            },
            {
              "label": "="
            }
          ],
          "hint": "Compare tenths, then hundredths; a trailing zero does not change the value.",
          "demonstration": [
            "0.6 = 60/100",
            "Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes."
          ],
          "type": "choice",
          "variantKey": "g4:math:decimal-compare-3",
          "completionId": "81-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.decimal-compare-4.v1",
          "prompt": "Same whole: 0.80 ___ 0.75.",
          "answer": ">",
          "options": [
            {
              "label": ">"
            },
            {
              "label": "<"
            },
            {
              "label": "="
            }
          ],
          "hint": "Compare tenths, then hundredths; a trailing zero does not change the value.",
          "demonstration": [
            "0.6 = 60/100",
            "Pip renames six tenths as sixty hundredths and compares values using equal-sized wholes."
          ],
          "type": "choice",
          "variantKey": "g4:math:decimal-compare-4",
          "completionId": "87-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Convert larger units to smaller units in one system",
      "standard": "4.MD.A.1–2",
      "demo": [
        "3 feet = 36 inches",
        "Pip uses twelve inches for each foot and multiplies by three."
      ],
      "prerequisites": [],
      "id": "g4.math.units",
      "grade": 4,
      "subject": "g4-math",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf",
      "standardVersion": "Idaho Mathematics · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.math.feet-inches.v1",
          "prompt": "Convert 7 feet to inches. One foot is 12 inches.",
          "answer": 84,
          "hint": "Multiply each foot by twelve inches.",
          "demonstration": [
            "3 feet = 36 inches",
            "Pip uses twelve inches for each foot and multiplies by three."
          ],
          "type": "number",
          "variantKey": "g4:math:feet-inches",
          "completionId": "8-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.meters-cm.v1",
          "prompt": "Convert 8 meters to centimeters. One meter is 100 centimeters.",
          "answer": 800,
          "hint": "Use the number of smaller units in each larger unit.",
          "demonstration": [
            "3 feet = 36 inches",
            "Pip uses twelve inches for each foot and multiplies by three."
          ],
          "type": "number",
          "variantKey": "g4:math:meters-cm",
          "completionId": "19-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.kg-grams.v1",
          "prompt": "Convert 3 kilograms to grams. One kilogram is 1,000 grams.",
          "answer": 3000,
          "hint": "Use equal groups of a thousand.",
          "demonstration": [
            "3 feet = 36 inches",
            "Pip uses twelve inches for each foot and multiplies by three."
          ],
          "type": "number",
          "variantKey": "g4:math:kg-grams",
          "completionId": "30-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.time-minutes.v1",
          "prompt": "How many minutes are in 4 hours and 25 minutes?",
          "answer": 265,
          "hint": "Convert the hours, then add the remaining minutes.",
          "demonstration": [
            "3 feet = 36 inches",
            "Pip uses twelve inches for each foot and multiplies by three."
          ],
          "type": "number",
          "variantKey": "g4:math:time-minutes",
          "completionId": "41-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.length-story.v1",
          "prompt": "A 3-meter ribbon is cut by 85 centimeters. How many centimeters remain?",
          "answer": 215,
          "hint": "Use the same unit before subtracting.",
          "demonstration": [
            "3 feet = 36 inches",
            "Pip uses twelve inches for each foot and multiplies by three."
          ],
          "type": "number",
          "variantKey": "g4:math:length-story",
          "completionId": "52-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.conversion-table.v1",
          "prompt": "Make a two-column table converting 1 through 5 yards to feet.",
          "hint": "Use three feet per yard. Explain the relationship and predict a new pair.",
          "demonstration": [
            "3 feet = 36 inches",
            "Pip uses twelve inches for each foot and multiplies by three."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:math:conversion-table",
          "completionId": "82-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Use rectangle area and perimeter relationships",
      "standard": "4.MD.A.3",
      "demo": [
        "Area = length × width",
        "Pip labels units, uses the known area and length to find width, and distinguishes area from perimeter."
      ],
      "prerequisites": [],
      "id": "g4.math.area",
      "grade": 4,
      "subject": "g4-math",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf",
      "standardVersion": "Idaho Mathematics · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.math.area-rectangle.v1",
          "prompt": "A rectangle is 14 cm long and 8 cm wide. What is its area in square centimeters?",
          "answer": 112,
          "hint": "Multiply side lengths; label square units.",
          "demonstration": [
            "Area = length × width",
            "Pip labels units, uses the known area and length to find width, and distinguishes area from perimeter."
          ],
          "type": "number",
          "variantKey": "g4:math:area-rectangle",
          "completionId": "61-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.area-width.v1",
          "prompt": "A rectangular rug has area 84 square feet and length 12 feet. What is its width in feet?",
          "answer": 7,
          "hint": "Find the missing factor in the area equation.",
          "demonstration": [
            "Area = length × width",
            "Pip labels units, uses the known area and length to find width, and distinguishes area from perimeter."
          ],
          "type": "number",
          "variantKey": "g4:math:area-width",
          "completionId": "69-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.perimeter.v1",
          "prompt": "A garden is 18 m by 7 m. What is its perimeter in meters?",
          "answer": 50,
          "hint": "Add all four outside side lengths.",
          "demonstration": [
            "Area = length × width",
            "Pip labels units, uses the known area and length to find width, and distinguishes area from perimeter."
          ],
          "type": "number",
          "variantKey": "g4:math:perimeter",
          "completionId": "76-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.area-perimeter.v1",
          "prompt": "Design two rectangles with the same area but different perimeters.",
          "hint": "Label side lengths, calculate both measurements, and explain why the perimeter changes.",
          "demonstration": [
            "Area = length × width",
            "Pip labels units, uses the known area and length to find width, and distinguishes area from perimeter."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:math:area-perimeter",
          "completionId": "88-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Read and combine angle measures",
      "standard": "4.MD.C.5–7",
      "demo": [
        "A right angle is 90 degrees",
        "Pip lines up a protractor’s center and baseline, reads the scale beginning at zero, and checks whether the angle is acute or obtuse."
      ],
      "prerequisites": [],
      "id": "g4.math.angles",
      "grade": 4,
      "subject": "g4-math",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf",
      "standardVersion": "Idaho Mathematics · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.math.angle-0.v1",
          "prompt": "Measure the marked angle in degrees.",
          "answer": 45,
          "angleModel": 45,
          "hint": "Start at the zero on the right. Read where the sloping ray meets the protractor scale.",
          "demonstration": [
            "A right angle is 90 degrees",
            "Pip lines up a protractor’s center and baseline, reads the scale beginning at zero, and checks whether the angle is acute or obtuse."
          ],
          "type": "number",
          "variantKey": "g4:math:angle-0",
          "completionId": "9-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.angle-1.v1",
          "prompt": "Measure the marked angle in degrees.",
          "answer": 75,
          "angleModel": 75,
          "hint": "Start at the zero on the right. Read where the sloping ray meets the protractor scale.",
          "demonstration": [
            "A right angle is 90 degrees",
            "Pip lines up a protractor’s center and baseline, reads the scale beginning at zero, and checks whether the angle is acute or obtuse."
          ],
          "type": "number",
          "variantKey": "g4:math:angle-1",
          "completionId": "20-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.angle-2.v1",
          "prompt": "Measure the marked angle in degrees.",
          "answer": 120,
          "angleModel": 120,
          "hint": "Start at the zero on the right. Read where the sloping ray meets the protractor scale.",
          "demonstration": [
            "A right angle is 90 degrees",
            "Pip lines up a protractor’s center and baseline, reads the scale beginning at zero, and checks whether the angle is acute or obtuse."
          ],
          "type": "number",
          "variantKey": "g4:math:angle-2",
          "completionId": "31-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.angle-add.v1",
          "prompt": "Two adjacent angles are 35° and 55°. What is their combined angle in degrees?",
          "answer": 90,
          "hint": "Adjacent non-overlapping angles add.",
          "demonstration": [
            "A right angle is 90 degrees",
            "Pip lines up a protractor’s center and baseline, reads the scale beginning at zero, and checks whether the angle is acute or obtuse."
          ],
          "type": "number",
          "variantKey": "g4:math:angle-add",
          "completionId": "42-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.angle-missing.v1",
          "prompt": "A right angle is split into 28° and an unknown angle. Find the unknown angle in degrees.",
          "answer": 62,
          "hint": "The two parts add to ninety degrees.",
          "demonstration": [
            "A right angle is 90 degrees",
            "Pip lines up a protractor’s center and baseline, reads the scale beginning at zero, and checks whether the angle is acute or obtuse."
          ],
          "type": "number",
          "variantKey": "g4:math:angle-missing",
          "completionId": "53-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        }
      ]
    },
    {
      "name": "Classify lines, angles, shapes and symmetry",
      "standard": "4.G.A.1–3",
      "demo": [
        "Attributes, not appearance",
        "Pip checks parallel sides, right angles, and matching halves instead of judging by size or orientation."
      ],
      "prerequisites": [],
      "id": "g4.math.geometry",
      "grade": 4,
      "subject": "g4-math",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf",
      "standardVersion": "Idaho Mathematics · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.math.parallel.v1",
          "prompt": "Which describes parallel lines in a plane?",
          "answer": "They remain the same distance apart and do not meet.",
          "options": [
            {
              "label": "They remain the same distance apart and do not meet."
            },
            {
              "label": "They always meet at a right angle."
            },
            {
              "label": "They have exactly one endpoint."
            }
          ],
          "hint": "Distinguish lines from rays and segments.",
          "demonstration": [
            "Attributes, not appearance",
            "Pip checks parallel sides, right angles, and matching halves instead of judging by size or orientation."
          ],
          "type": "choice",
          "variantKey": "g4:math:parallel",
          "completionId": "62-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.right-triangle.v1",
          "prompt": "What makes a triangle a right triangle?",
          "answer": "It has one 90-degree angle.",
          "options": [
            {
              "label": "It has one 90-degree angle."
            },
            {
              "label": "It has three equal sides."
            },
            {
              "label": "It points to the right."
            }
          ],
          "hint": "Use angle properties, not the direction the drawing faces.",
          "demonstration": [
            "Attributes, not appearance",
            "Pip checks parallel sides, right angles, and matching halves instead of judging by size or orientation."
          ],
          "type": "choice",
          "variantKey": "g4:math:right-triangle",
          "completionId": "70-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.geometry-0.v1",
          "prompt": "Draw a point, a line, a line segment, and a ray; explain their differences.",
          "hint": "Use a ruler, folding, or drawing with a grown-up. Explain how the attributes support your description.",
          "demonstration": [
            "Attributes, not appearance",
            "Pip checks parallel sides, right angles, and matching halves instead of judging by size or orientation."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:math:geometry-0",
          "completionId": "77-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.math.geometry-1.v1",
          "prompt": "Draw a quadrilateral with two pairs of parallel sides and classify it using its angles.",
          "hint": "Use a ruler, folding, or drawing with a grown-up. Explain how the attributes support your description.",
          "demonstration": [
            "Attributes, not appearance",
            "Pip checks parallel sides, right angles, and matching halves instead of judging by size or orientation."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:math:geometry-1",
          "completionId": "83-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.math.geometry-2.v1",
          "prompt": "Draw and check lines of symmetry in a rectangle that is not a square.",
          "hint": "Use a ruler, folding, or drawing with a grown-up. Explain how the attributes support your description.",
          "demonstration": [
            "Attributes, not appearance",
            "Pip checks parallel sides, right angles, and matching halves instead of judging by size or orientation."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:math:geometry-2",
          "completionId": "89-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Interpret fractional measurements in line plots",
      "standard": "4.MD.B.4",
      "demo": [
        "One X, one measurement",
        "Pip reads the fractional scale and counts every measurement before finding a total or difference."
      ],
      "prerequisites": [
        "g4.math.fractionSum"
      ],
      "id": "g4.math.data",
      "grade": 4,
      "subject": "g4-math",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf",
      "standardVersion": "Idaho Mathematics · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.math.plot-difference.v1",
          "prompt": "The plot shows ribbon lengths in inches. What is the difference between the longest and shortest?",
          "answerFraction": {
            "n": 3,
            "d": 4
          },
          "fractionPlot": {
            "d": 8,
            "rows": [
              [
                2,
                2
              ],
              [
                4,
                1
              ],
              [
                8,
                2
              ]
            ]
          },
          "hint": "Read the smallest and largest marked measurements before subtracting.",
          "demonstration": [
            "One X, one measurement",
            "Pip reads the fractional scale and counts every measurement before finding a total or difference."
          ],
          "type": "fraction-answer",
          "variantKey": "g4:math:plot-difference",
          "completionId": "10-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.plot-total.v1",
          "prompt": "The plot shows three ribbon lengths. What is their total length in inches?",
          "answerFraction": {
            "n": 7,
            "d": 4
          },
          "fractionPlot": {
            "d": 4,
            "rows": [
              [
                1,
                1
              ],
              [
                2,
                1
              ],
              [
                4,
                1
              ]
            ]
          },
          "hint": "Add each measurement once for every X above it.",
          "demonstration": [
            "One X, one measurement",
            "Pip reads the fractional scale and counts every measurement before finding a total or difference."
          ],
          "type": "fraction-answer",
          "variantKey": "g4:math:plot-total",
          "completionId": "21-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.plot-count.v1",
          "prompt": "How many ribbons are represented in the plot?",
          "answer": 6,
          "fractionPlot": {
            "d": 8,
            "rows": [
              [
                3,
                2
              ],
              [
                5,
                3
              ],
              [
                7,
                1
              ]
            ]
          },
          "hint": "Each X is one measured ribbon, regardless of its length.",
          "demonstration": [
            "One X, one measurement",
            "Pip reads the fractional scale and counts every measurement before finding a total or difference."
          ],
          "type": "number",
          "variantKey": "g4:math:plot-count",
          "completionId": "32-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.math.plot-real-0.v1",
          "prompt": "Measure four safe objects in halves and fourths of an inch and make a line plot.",
          "hint": "Use a suitable ruler with a grown-up. Label equal intervals, record an X for each measurement, and explain a total or difference from your own data.",
          "demonstration": [
            "One X, one measurement",
            "Pip reads the fractional scale and counts every measurement before finding a total or difference."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:math:plot-real-0",
          "completionId": "43-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.math.plot-real-1.v1",
          "prompt": "Measure four safe objects in eighths of an inch and make a line plot.",
          "hint": "Use a suitable ruler with a grown-up. Label equal intervals, record an X for each measurement, and explain a total or difference from your own data.",
          "demonstration": [
            "One X, one measurement",
            "Pip reads the fractional scale and counts every measurement before finding a total or difference."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:math:plot-real-1",
          "completionId": "54-84",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Use evidence to connect speed and energy",
      "standard": "4-PS-1.1",
      "demo": [
        "Observe motion → compare effects",
        "Pip compares the effects of the same toy moving slowly and faster, without calculating energy."
      ],
      "prerequisites": [],
      "id": "g4.science.speed",
      "grade": 4,
      "subject": "g4-science",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf",
      "standardVersion": "Idaho Science · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.science.speed-test-0.v1",
          "prompt": "Investigate a toy car nudging a paper cup.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Observe motion → compare effects",
            "Pip compares the effects of the same toy moving slowly and faster, without calculating energy."
          ],
          "steps": [
            "An adult sets up a clear floor space with soft, light objects. Compare the same object moving at two speeds.",
            "Repeat gentle trials. Keep the target and surface unchanged; record motion and the effect on the target.",
            "Use the observed effects to discuss how speed relates to energy. Name a limitation; do not calculate energy."
          ],
          "type": "investigation",
          "variantKey": "g4:science:speed-test-0",
          "completionId": "1-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.speed-argument-0.v1",
          "prompt": "Explain evidence from a toy car nudging a paper cup.",
          "hint": "Draw a before-and-after diagram from real observations. Explain why the same object and target help make a fair comparison.",
          "demonstration": [
            "Observe motion → compare effects",
            "Pip compares the effects of the same toy moving slowly and faster, without calculating energy."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:speed-argument-0",
          "completionId": "16-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.speed-test-1.v1",
          "prompt": "Investigate a large soft ball moving an empty box.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Observe motion → compare effects",
            "Pip compares the effects of the same toy moving slowly and faster, without calculating energy."
          ],
          "steps": [
            "An adult sets up a clear floor space with soft, light objects. Compare the same object moving at two speeds.",
            "Repeat gentle trials. Keep the target and surface unchanged; record motion and the effect on the target.",
            "Use the observed effects to discuss how speed relates to energy. Name a limitation; do not calculate energy."
          ],
          "type": "investigation",
          "variantKey": "g4:science:speed-test-1",
          "completionId": "31-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.speed-argument-1.v1",
          "prompt": "Explain evidence from a large soft ball moving an empty box.",
          "hint": "Draw a before-and-after diagram from real observations. Explain why the same object and target help make a fair comparison.",
          "demonstration": [
            "Observe motion → compare effects",
            "Pip compares the effects of the same toy moving slowly and faster, without calculating energy."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:speed-argument-1",
          "completionId": "46-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.speed-test-2.v1",
          "prompt": "Investigate a toy car rolling from two low ramp heights.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Observe motion → compare effects",
            "Pip compares the effects of the same toy moving slowly and faster, without calculating energy."
          ],
          "steps": [
            "An adult sets up a clear floor space with soft, light objects. Compare the same object moving at two speeds.",
            "Repeat gentle trials. Keep the target and surface unchanged; record motion and the effect on the target.",
            "Use the observed effects to discuss how speed relates to energy. Name a limitation; do not calculate energy."
          ],
          "type": "investigation",
          "variantKey": "g4:science:speed-test-2",
          "completionId": "61-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.speed-argument-2.v1",
          "prompt": "Explain evidence from a toy car rolling from two low ramp heights.",
          "hint": "Draw a before-and-after diagram from real observations. Explain why the same object and target help make a fair comparison.",
          "demonstration": [
            "Observe motion → compare effects",
            "Pip compares the effects of the same toy moving slowly and faster, without calculating energy."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:speed-argument-2",
          "completionId": "75-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.speed-test-3.v1",
          "prompt": "Investigate a large soft ball rolling into a folded paper barrier.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Observe motion → compare effects",
            "Pip compares the effects of the same toy moving slowly and faster, without calculating energy."
          ],
          "steps": [
            "An adult sets up a clear floor space with soft, light objects. Compare the same object moving at two speeds.",
            "Repeat gentle trials. Keep the target and surface unchanged; record motion and the effect on the target.",
            "Use the observed effects to discuss how speed relates to energy. Name a limitation; do not calculate energy."
          ],
          "type": "investigation",
          "variantKey": "g4:science:speed-test-3",
          "completionId": "80-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.speed-argument-3.v1",
          "prompt": "Explain evidence from a large soft ball rolling into a folded paper barrier.",
          "hint": "Draw a before-and-after diagram from real observations. Explain why the same object and target help make a fair comparison.",
          "demonstration": [
            "Observe motion → compare effects",
            "Pip compares the effects of the same toy moving slowly and faster, without calculating energy."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:speed-argument-3",
          "completionId": "85-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.speed-test-4.v1",
          "prompt": "Investigate a wheeled toy moving a cardboard flap.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Observe motion → compare effects",
            "Pip compares the effects of the same toy moving slowly and faster, without calculating energy."
          ],
          "steps": [
            "An adult sets up a clear floor space with soft, light objects. Compare the same object moving at two speeds.",
            "Repeat gentle trials. Keep the target and surface unchanged; record motion and the effect on the target.",
            "Use the observed effects to discuss how speed relates to energy. Name a limitation; do not calculate energy."
          ],
          "type": "investigation",
          "variantKey": "g4:science:speed-test-4",
          "completionId": "90-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.speed-argument-4.v1",
          "prompt": "Explain evidence from a wheeled toy moving a cardboard flap.",
          "hint": "Draw a before-and-after diagram from real observations. Explain why the same object and target help make a fair comparison.",
          "demonstration": [
            "Observe motion → compare effects",
            "Pip compares the effects of the same toy moving slowly and faster, without calculating energy."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:speed-argument-4",
          "completionId": "95-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Observe energy transfer",
      "standard": "4-PS-1.2",
      "demo": [
        "Source → path → effect",
        "Pip traces energy from a flashlight battery to light reaching a surface."
      ],
      "prerequisites": [],
      "id": "g4.science.transfer",
      "grade": 4,
      "subject": "g4-science",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf",
      "standardVersion": "Idaho Science · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.science.transfer-check-0.v1",
          "prompt": "What explanation fits: a flashlight lights a wall?",
          "answer": "light travels from the flashlight to the wall",
          "options": [
            {
              "label": "light travels from the flashlight to the wall"
            },
            {
              "label": "Energy always stays inside its first source."
            },
            {
              "label": "Only moving cars can transfer energy."
            }
          ],
          "hint": "Trace what changes and how energy could get there.",
          "demonstration": [
            "Source → path → effect",
            "Pip traces energy from a flashlight battery to light reaching a surface."
          ],
          "type": "choice",
          "variantKey": "g4:science:transfer-check-0",
          "completionId": "2-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.science.transfer-observe-0.v1",
          "prompt": "Observe or model how a flashlight lights a wall.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Source → path → effect",
            "Pip traces energy from a flashlight battery to light reaching a surface."
          ],
          "steps": [
            "A grown-up chooses a safe demonstration or reliable video. Use only enclosed battery devices; no outlets, flames, hot objects, or staring at the sun.",
            "Record a change before and after energy transfer. Draw the source, path, and receiver.",
            "Explain evidence of transfer by light, heat, sound, or an electric current; separate observation from explanation."
          ],
          "type": "investigation",
          "variantKey": "g4:science:transfer-observe-0",
          "completionId": "17-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.transfer-check-1.v1",
          "prompt": "What explanation fits: a speaker makes a paper surface vibrate?",
          "answer": "sound can transfer energy through the air",
          "options": [
            {
              "label": "sound can transfer energy through the air"
            },
            {
              "label": "Energy always stays inside its first source."
            },
            {
              "label": "Only moving cars can transfer energy."
            }
          ],
          "hint": "Trace what changes and how energy could get there.",
          "demonstration": [
            "Source → path → effect",
            "Pip traces energy from a flashlight battery to light reaching a surface."
          ],
          "type": "choice",
          "variantKey": "g4:science:transfer-check-1",
          "completionId": "32-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.science.transfer-observe-1.v1",
          "prompt": "Observe or model how a speaker makes a paper surface vibrate.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Source → path → effect",
            "Pip traces energy from a flashlight battery to light reaching a surface."
          ],
          "steps": [
            "A grown-up chooses a safe demonstration or reliable video. Use only enclosed battery devices; no outlets, flames, hot objects, or staring at the sun.",
            "Record a change before and after energy transfer. Draw the source, path, and receiver.",
            "Explain evidence of transfer by light, heat, sound, or an electric current; separate observation from explanation."
          ],
          "type": "investigation",
          "variantKey": "g4:science:transfer-observe-1",
          "completionId": "47-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.transfer-check-2.v1",
          "prompt": "What explanation fits: a warm sealed container warms a nearby cool surface?",
          "answer": "energy can transfer from warmer objects to cooler surroundings",
          "options": [
            {
              "label": "energy can transfer from warmer objects to cooler surroundings"
            },
            {
              "label": "Energy always stays inside its first source."
            },
            {
              "label": "Only moving cars can transfer energy."
            }
          ],
          "hint": "Trace what changes and how energy could get there.",
          "demonstration": [
            "Source → path → effect",
            "Pip traces energy from a flashlight battery to light reaching a surface."
          ],
          "type": "choice",
          "variantKey": "g4:science:transfer-check-2",
          "completionId": "62-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.science.transfer-observe-2.v1",
          "prompt": "Observe or model how a warm sealed container warms a nearby cool surface.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Source → path → effect",
            "Pip traces energy from a flashlight battery to light reaching a surface."
          ],
          "steps": [
            "A grown-up chooses a safe demonstration or reliable video. Use only enclosed battery devices; no outlets, flames, hot objects, or staring at the sun.",
            "Record a change before and after energy transfer. Draw the source, path, and receiver.",
            "Explain evidence of transfer by light, heat, sound, or an electric current; separate observation from explanation."
          ],
          "type": "investigation",
          "variantKey": "g4:science:transfer-observe-2",
          "completionId": "76-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.transfer-check-3.v1",
          "prompt": "What explanation fits: a battery powers a small enclosed fan?",
          "answer": "electrical energy is transferred through the circuit",
          "options": [
            {
              "label": "electrical energy is transferred through the circuit"
            },
            {
              "label": "Energy always stays inside its first source."
            },
            {
              "label": "Only moving cars can transfer energy."
            }
          ],
          "hint": "Trace what changes and how energy could get there.",
          "demonstration": [
            "Source → path → effect",
            "Pip traces energy from a flashlight battery to light reaching a surface."
          ],
          "type": "choice",
          "variantKey": "g4:science:transfer-check-3",
          "completionId": "81-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.science.transfer-observe-3.v1",
          "prompt": "Observe or model how a battery powers a small enclosed fan.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Source → path → effect",
            "Pip traces energy from a flashlight battery to light reaching a surface."
          ],
          "steps": [
            "A grown-up chooses a safe demonstration or reliable video. Use only enclosed battery devices; no outlets, flames, hot objects, or staring at the sun.",
            "Record a change before and after energy transfer. Draw the source, path, and receiver.",
            "Explain evidence of transfer by light, heat, sound, or an electric current; separate observation from explanation."
          ],
          "type": "investigation",
          "variantKey": "g4:science:transfer-observe-3",
          "completionId": "86-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.transfer-check-4.v1",
          "prompt": "What explanation fits: sunlight warms a shaded and an unshaded surface differently?",
          "answer": "light can transfer energy to a surface",
          "options": [
            {
              "label": "light can transfer energy to a surface"
            },
            {
              "label": "Energy always stays inside its first source."
            },
            {
              "label": "Only moving cars can transfer energy."
            }
          ],
          "hint": "Trace what changes and how energy could get there.",
          "demonstration": [
            "Source → path → effect",
            "Pip traces energy from a flashlight battery to light reaching a surface."
          ],
          "type": "choice",
          "variantKey": "g4:science:transfer-check-4",
          "completionId": "91-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.science.transfer-observe-4.v1",
          "prompt": "Observe or model how sunlight warms a shaded and an unshaded surface differently.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Source → path → effect",
            "Pip traces energy from a flashlight battery to light reaching a surface."
          ],
          "steps": [
            "A grown-up chooses a safe demonstration or reliable video. Use only enclosed battery devices; no outlets, flames, hot objects, or staring at the sun.",
            "Record a change before and after energy transfer. Draw the source, path, and receiver.",
            "Explain evidence of transfer by light, heat, sound, or an electric current; separate observation from explanation."
          ],
          "type": "investigation",
          "variantKey": "g4:science:transfer-observe-4",
          "completionId": "96-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Ask and predict about energy in collisions",
      "standard": "4-PS-1.3",
      "demo": [
        "Question → prediction → observation",
        "Pip predicts how a moving toy affects a resting toy, then checks the prediction."
      ],
      "prerequisites": [],
      "id": "g4.science.collisions",
      "grade": 4,
      "subject": "g4-science",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf",
      "standardVersion": "Idaho Science · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.science.collision-0.v1",
          "prompt": "Ask and test: what might happen when one toy rolls into a resting toy?",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Question → prediction → observation",
            "Pip predicts how a moving toy affects a resting toy, then checks the prediction."
          ],
          "steps": [
            "Set up a clear floor space with a grown-up. Ask a question about changes in motion and make a prediction.",
            "Try gentle trials, keeping objects away from people and fragile items. Sketch positions before and after.",
            "Compare the prediction with observations and ask a new question about energy transfer."
          ],
          "type": "investigation",
          "variantKey": "g4:science:collision-0",
          "completionId": "3-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.collision-1.v1",
          "prompt": "Ask and test: what might happen when two large soft balls roll toward each other slowly?",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Question → prediction → observation",
            "Pip predicts how a moving toy affects a resting toy, then checks the prediction."
          ],
          "steps": [
            "Set up a clear floor space with a grown-up. Ask a question about changes in motion and make a prediction.",
            "Try gentle trials, keeping objects away from people and fragile items. Sketch positions before and after.",
            "Compare the prediction with observations and ask a new question about energy transfer."
          ],
          "type": "investigation",
          "variantKey": "g4:science:collision-1",
          "completionId": "18-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.collision-2.v1",
          "prompt": "Ask and test: what might happen when a rolling toy meets a soft foam stop?",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Question → prediction → observation",
            "Pip predicts how a moving toy affects a resting toy, then checks the prediction."
          ],
          "steps": [
            "Set up a clear floor space with a grown-up. Ask a question about changes in motion and make a prediction.",
            "Try gentle trials, keeping objects away from people and fragile items. Sketch positions before and after.",
            "Compare the prediction with observations and ask a new question about energy transfer."
          ],
          "type": "investigation",
          "variantKey": "g4:science:collision-2",
          "completionId": "33-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.collision-3.v1",
          "prompt": "Ask and test: what might happen when a slowly rolling ball meets a stationary larger soft ball?",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Question → prediction → observation",
            "Pip predicts how a moving toy affects a resting toy, then checks the prediction."
          ],
          "steps": [
            "Set up a clear floor space with a grown-up. Ask a question about changes in motion and make a prediction.",
            "Try gentle trials, keeping objects away from people and fragile items. Sketch positions before and after.",
            "Compare the prediction with observations and ask a new question about energy transfer."
          ],
          "type": "investigation",
          "variantKey": "g4:science:collision-3",
          "completionId": "48-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.collision-4.v1",
          "prompt": "Ask and test: what might happen when a toy meets a folded paper barrier?",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Question → prediction → observation",
            "Pip predicts how a moving toy affects a resting toy, then checks the prediction."
          ],
          "steps": [
            "Set up a clear floor space with a grown-up. Ask a question about changes in motion and make a prediction.",
            "Try gentle trials, keeping objects away from people and fragile items. Sketch positions before and after.",
            "Compare the prediction with observations and ask a new question about energy transfer."
          ],
          "type": "investigation",
          "variantKey": "g4:science:collision-4",
          "completionId": "63-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Design, test and improve an energy-conversion device",
      "standard": "4-PS-1.4",
      "demo": [
        "Criteria → test → improve",
        "Pip sets a goal for a rubber-band-powered model, tests it with adult help, and improves one feature."
      ],
      "prerequisites": [
        "g4.science.transfer"
      ],
      "id": "g4.science.design",
      "grade": 4,
      "subject": "g4-science",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf",
      "standardVersion": "Idaho Science · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.science.conversion-design-0.v1",
          "prompt": "Design or improve a wind-up toy lifting a paper flag.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Criteria → test → improve",
            "Pip sets a goal for a rubber-band-powered model, tests it with adult help, and improves one feature."
          ],
          "steps": [
            "An adult selects a safe kit or model. Name an energy conversion, a measurable goal, and two limits on materials or size.",
            "Test the device with adult help and record whether it meets the goal. Do not open batteries, connect outlets, or aim stretched bands at people.",
            "Change one design feature, test again, and explain whether the change improved the result."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:conversion-design-0",
          "completionId": "4-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.conversion-design-1.v1",
          "prompt": "Design or improve a rubber-band-powered cardboard wheel.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Criteria → test → improve",
            "Pip sets a goal for a rubber-band-powered model, tests it with adult help, and improves one feature."
          ],
          "steps": [
            "An adult selects a safe kit or model. Name an energy conversion, a measurable goal, and two limits on materials or size.",
            "Test the device with adult help and record whether it meets the goal. Do not open batteries, connect outlets, or aim stretched bands at people.",
            "Change one design feature, test again, and explain whether the change improved the result."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:conversion-design-1",
          "completionId": "19-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.conversion-design-2.v1",
          "prompt": "Design or improve a hand-cranked enclosed classroom generator lighting an LED.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Criteria → test → improve",
            "Pip sets a goal for a rubber-band-powered model, tests it with adult help, and improves one feature."
          ],
          "steps": [
            "An adult selects a safe kit or model. Name an energy conversion, a measurable goal, and two limits on materials or size.",
            "Test the device with adult help and record whether it meets the goal. Do not open batteries, connect outlets, or aim stretched bands at people.",
            "Change one design feature, test again, and explain whether the change improved the result."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:conversion-design-2",
          "completionId": "34-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.conversion-design-3.v1",
          "prompt": "Design or improve a battery-powered enclosed buzzer signaling a message.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Criteria → test → improve",
            "Pip sets a goal for a rubber-band-powered model, tests it with adult help, and improves one feature."
          ],
          "steps": [
            "An adult selects a safe kit or model. Name an energy conversion, a measurable goal, and two limits on materials or size.",
            "Test the device with adult help and record whether it meets the goal. Do not open batteries, connect outlets, or aim stretched bands at people.",
            "Change one design feature, test again, and explain whether the change improved the result."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:conversion-design-3",
          "completionId": "49-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.conversion-design-4.v1",
          "prompt": "Design or improve a rubber-band-powered lightweight model vehicle.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Criteria → test → improve",
            "Pip sets a goal for a rubber-band-powered model, tests it with adult help, and improves one feature."
          ],
          "steps": [
            "An adult selects a safe kit or model. Name an energy conversion, a measurable goal, and two limits on materials or size.",
            "Test the device with adult help and record whether it meets the goal. Do not open batteries, connect outlets, or aim stretched bands at people.",
            "Change one design feature, test again, and explain whether the change improved the result."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:conversion-design-4",
          "completionId": "64-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Model amplitude, wavelength and wave motion",
      "standard": "4-PS-2.1",
      "demo": [
        "Pattern moves; objects move locally",
        "Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern."
      ],
      "prerequisites": [],
      "id": "g4.science.waves",
      "grade": 4,
      "subject": "g4-science",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf",
      "standardVersion": "Idaho Science · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.science.wave-check-0.v1",
          "prompt": "Two rope waves have equal crest spacing, but one has a greater height from the middle. What differs?",
          "answer": "amplitude",
          "options": [
            {
              "label": "amplitude"
            },
            {
              "label": "wavelength"
            },
            {
              "label": "the rope’s total length"
            }
          ],
          "hint": "Compare height from the middle with distance between matching points in the pattern.",
          "demonstration": [
            "Pattern moves; objects move locally",
            "Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern."
          ],
          "type": "choice",
          "variantKey": "g4:science:wave-check-0",
          "completionId": "0-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.science.wave-model-0.v1",
          "prompt": "Wave model: compare small and larger up-and-down movements.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Pattern moves; objects move locally",
            "Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern."
          ],
          "steps": [
            "Use a rope on the floor moved gently by an adult, a drawing, or a classroom model. No ropes around bodies and no water near devices.",
            "Make and label a repeating wave pattern. Observe crest spacing, height from the middle, or the motion of a marked place.",
            "Explain what the model shows about amplitude, wavelength, or local motion. A rope model does not show every kind of wave."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:wave-model-0",
          "completionId": "5-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.wave-check-1.v1",
          "prompt": "Two drawn waves have equal amplitude but different distances between crests. What differs?",
          "answer": "wavelength",
          "options": [
            {
              "label": "wavelength"
            },
            {
              "label": "the paper’s color"
            },
            {
              "label": "amplitude"
            }
          ],
          "hint": "Compare height from the middle with distance between matching points in the pattern.",
          "demonstration": [
            "Pattern moves; objects move locally",
            "Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern."
          ],
          "type": "choice",
          "variantKey": "g4:science:wave-check-1",
          "completionId": "15-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.science.wave-explain-0.v1",
          "prompt": "Explain two wave models that show small and larger up-and-down movements.",
          "hint": "Draw labels and use your observations to explain what changes and what stays the same. Do not calculate wave energy or speed.",
          "demonstration": [
            "Pattern moves; objects move locally",
            "Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:wave-explain-0",
          "completionId": "20-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.wave-check-2.v1",
          "prompt": "A ribbon tied at one point on a rope moves up and down as a wave travels along it. What does this model show?",
          "answer": "The pattern travels while the marked place moves locally.",
          "options": [
            {
              "label": "The pattern travels while the marked place moves locally."
            },
            {
              "label": "The ribbon must travel to the rope’s end."
            },
            {
              "label": "The rope has no motion."
            }
          ],
          "hint": "Compare height from the middle with distance between matching points in the pattern.",
          "demonstration": [
            "Pattern moves; objects move locally",
            "Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern."
          ],
          "type": "choice",
          "variantKey": "g4:science:wave-check-2",
          "completionId": "30-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.science.wave-model-1.v1",
          "prompt": "Wave model: compare widely spaced and closely spaced wave crests.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Pattern moves; objects move locally",
            "Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern."
          ],
          "steps": [
            "Use a rope on the floor moved gently by an adult, a drawing, or a classroom model. No ropes around bodies and no water near devices.",
            "Make and label a repeating wave pattern. Observe crest spacing, height from the middle, or the motion of a marked place.",
            "Explain what the model shows about amplitude, wavelength, or local motion. A rope model does not show every kind of wave."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:wave-model-1",
          "completionId": "35-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.wave-check-3.v1",
          "prompt": "Where is amplitude measured on a simple wave drawing?",
          "answer": "from the middle position to a crest",
          "options": [
            {
              "label": "from the middle position to a crest"
            },
            {
              "label": "between neighboring crests"
            },
            {
              "label": "along the whole rope"
            }
          ],
          "hint": "Compare height from the middle with distance between matching points in the pattern.",
          "demonstration": [
            "Pattern moves; objects move locally",
            "Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern."
          ],
          "type": "choice",
          "variantKey": "g4:science:wave-check-3",
          "completionId": "45-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.science.wave-explain-1.v1",
          "prompt": "Explain two wave models that show widely spaced and closely spaced wave crests.",
          "hint": "Draw labels and use your observations to explain what changes and what stays the same. Do not calculate wave energy or speed.",
          "demonstration": [
            "Pattern moves; objects move locally",
            "Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:wave-explain-1",
          "completionId": "50-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.wave-check-4.v1",
          "prompt": "Which drawing can represent a repeating wave pattern?",
          "answer": "regular crests and troughs with a labeled middle position",
          "options": [
            {
              "label": "regular crests and troughs with a labeled middle position"
            },
            {
              "label": "a list of animal names"
            },
            {
              "label": "one unlabeled dot"
            }
          ],
          "hint": "Compare height from the middle with distance between matching points in the pattern.",
          "demonstration": [
            "Pattern moves; objects move locally",
            "Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern."
          ],
          "type": "choice",
          "variantKey": "g4:science:wave-check-4",
          "completionId": "60-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.science.wave-model-2.v1",
          "prompt": "Wave model: follow a marked place on a rope.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Pattern moves; objects move locally",
            "Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern."
          ],
          "steps": [
            "Use a rope on the floor moved gently by an adult, a drawing, or a classroom model. No ropes around bodies and no water near devices.",
            "Make and label a repeating wave pattern. Observe crest spacing, height from the middle, or the motion of a marked place.",
            "Explain what the model shows about amplitude, wavelength, or local motion. A rope model does not show every kind of wave."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:wave-model-2",
          "completionId": "65-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.wave-explain-2.v1",
          "prompt": "Explain two wave models that follow a marked place on a rope.",
          "hint": "Draw labels and use your observations to explain what changes and what stays the same. Do not calculate wave energy or speed.",
          "demonstration": [
            "Pattern moves; objects move locally",
            "Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:wave-explain-2",
          "completionId": "77-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.wave-model-3.v1",
          "prompt": "Wave model: compare two drawn waves with equal height and different spacing.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Pattern moves; objects move locally",
            "Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern."
          ],
          "steps": [
            "Use a rope on the floor moved gently by an adult, a drawing, or a classroom model. No ropes around bodies and no water near devices.",
            "Make and label a repeating wave pattern. Observe crest spacing, height from the middle, or the motion of a marked place.",
            "Explain what the model shows about amplitude, wavelength, or local motion. A rope model does not show every kind of wave."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:wave-model-3",
          "completionId": "82-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.wave-explain-3.v1",
          "prompt": "Explain two wave models that show two drawn waves with equal height and different spacing.",
          "hint": "Draw labels and use your observations to explain what changes and what stays the same. Do not calculate wave energy or speed.",
          "demonstration": [
            "Pattern moves; objects move locally",
            "Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:wave-explain-3",
          "completionId": "87-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.wave-model-4.v1",
          "prompt": "Wave model: compare two drawn waves with equal spacing and different height.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Pattern moves; objects move locally",
            "Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern."
          ],
          "steps": [
            "Use a rope on the floor moved gently by an adult, a drawing, or a classroom model. No ropes around bodies and no water near devices.",
            "Make and label a repeating wave pattern. Observe crest spacing, height from the middle, or the motion of a marked place.",
            "Explain what the model shows about amplitude, wavelength, or local motion. A rope model does not show every kind of wave."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:wave-model-4",
          "completionId": "92-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.wave-explain-4.v1",
          "prompt": "Explain two wave models that show two drawn waves with equal spacing and different height.",
          "hint": "Draw labels and use your observations to explain what changes and what stays the same. Do not calculate wave energy or speed.",
          "demonstration": [
            "Pattern moves; objects move locally",
            "Pip moves a rope gently up and down to show a traveling pattern. A marked place moves locally instead of traveling with the pattern."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:wave-explain-4",
          "completionId": "97-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Model reflected light entering an eye",
      "standard": "4-PS-2.2",
      "demo": [
        "Light source → object → eye",
        "Pip draws arrows showing light from a lamp reflecting from a book into an eye."
      ],
      "prerequisites": [],
      "id": "g4.science.light",
      "grade": 4,
      "subject": "g4-science",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf",
      "standardVersion": "Idaho Science · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.science.light-path-0.v1",
          "prompt": "Model how an eye can see a book under a lamp.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Light source → object → eye",
            "Pip draws arrows showing light from a lamp reflecting from a book into an eye."
          ],
          "steps": [
            "Choose a safe light source with an adult. Never aim a bright beam into eyes or look at the sun.",
            "Draw the source, object, and eye. Show arrows from the source to the object and reflected light into the eye.",
            "Explain what happens if the source is blocked. Eyes receive reflected light; they do not send out seeing rays."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:light-path-0",
          "completionId": "6-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.light-path-1.v1",
          "prompt": "Model how an eye can see a toy beside a window.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Light source → object → eye",
            "Pip draws arrows showing light from a lamp reflecting from a book into an eye."
          ],
          "steps": [
            "Choose a safe light source with an adult. Never aim a bright beam into eyes or look at the sun.",
            "Draw the source, object, and eye. Show arrows from the source to the object and reflected light into the eye.",
            "Explain what happens if the source is blocked. Eyes receive reflected light; they do not send out seeing rays."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:light-path-1",
          "completionId": "21-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.light-path-2.v1",
          "prompt": "Model how an eye can see a paper sign in a flashlight beam.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Light source → object → eye",
            "Pip draws arrows showing light from a lamp reflecting from a book into an eye."
          ],
          "steps": [
            "Choose a safe light source with an adult. Never aim a bright beam into eyes or look at the sun.",
            "Draw the source, object, and eye. Show arrows from the source to the object and reflected light into the eye.",
            "Explain what happens if the source is blocked. Eyes receive reflected light; they do not send out seeing rays."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:light-path-2",
          "completionId": "36-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.light-path-3.v1",
          "prompt": "Model how an eye can see a mirror reflecting a lit object.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Light source → object → eye",
            "Pip draws arrows showing light from a lamp reflecting from a book into an eye."
          ],
          "steps": [
            "Choose a safe light source with an adult. Never aim a bright beam into eyes or look at the sun.",
            "Draw the source, object, and eye. Show arrows from the source to the object and reflected light into the eye.",
            "Explain what happens if the source is blocked. Eyes receive reflected light; they do not send out seeing rays."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:light-path-3",
          "completionId": "51-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.light-path-4.v1",
          "prompt": "Model how an eye can see a colored card in a dim room.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Light source → object → eye",
            "Pip draws arrows showing light from a lamp reflecting from a book into an eye."
          ],
          "steps": [
            "Choose a safe light source with an adult. Never aim a bright beam into eyes or look at the sun.",
            "Draw the source, object, and eye. Show arrows from the source to the object and reflected light into the eye.",
            "Explain what happens if the source is blocked. Eyes receive reflected light; they do not send out seeing rays."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:light-path-4",
          "completionId": "66-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Compare patterns used to transmit information",
      "standard": "4-PS-2.3",
      "demo": [
        "Encode → send → decode",
        "Pip agrees on a code, sends a pattern, and checks whether the receiver gets the intended message."
      ],
      "prerequisites": [],
      "id": "g4.science.codes",
      "grade": 4,
      "subject": "g4-science",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf",
      "standardVersion": "Idaho Science · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.science.code-0.v1",
          "prompt": "Compare two ways to send the pretend message START.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Encode → send → decode",
            "Pip agrees on a code, sends a pattern, and checks whether the receiver gets the intended message."
          ],
          "steps": [
            "Invent two shared codes, such as short/long taps and a paper grid of dark/light squares. Agree on a key with a partner.",
            "Send and decode each code several times at a comfortable volume. Record mistakes or unclear symbols.",
            "Compare accuracy and ease of use. Improve one code and explain why patterns need an agreed meaning."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:code-0",
          "completionId": "7-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.code-1.v1",
          "prompt": "Compare two ways to send the pretend message STOP.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Encode → send → decode",
            "Pip agrees on a code, sends a pattern, and checks whether the receiver gets the intended message."
          ],
          "steps": [
            "Invent two shared codes, such as short/long taps and a paper grid of dark/light squares. Agree on a key with a partner.",
            "Send and decode each code several times at a comfortable volume. Record mistakes or unclear symbols.",
            "Compare accuracy and ease of use. Improve one code and explain why patterns need an agreed meaning."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:code-1",
          "completionId": "22-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.code-2.v1",
          "prompt": "Compare two ways to send the pretend message LEFT.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Encode → send → decode",
            "Pip agrees on a code, sends a pattern, and checks whether the receiver gets the intended message."
          ],
          "steps": [
            "Invent two shared codes, such as short/long taps and a paper grid of dark/light squares. Agree on a key with a partner.",
            "Send and decode each code several times at a comfortable volume. Record mistakes or unclear symbols.",
            "Compare accuracy and ease of use. Improve one code and explain why patterns need an agreed meaning."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:code-2",
          "completionId": "37-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.code-3.v1",
          "prompt": "Compare two ways to send the pretend message RIGHT.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Encode → send → decode",
            "Pip agrees on a code, sends a pattern, and checks whether the receiver gets the intended message."
          ],
          "steps": [
            "Invent two shared codes, such as short/long taps and a paper grid of dark/light squares. Agree on a key with a partner.",
            "Send and decode each code several times at a comfortable volume. Record mistakes or unclear symbols.",
            "Compare accuracy and ease of use. Improve one code and explain why patterns need an agreed meaning."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:code-3",
          "completionId": "52-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.code-4.v1",
          "prompt": "Compare two ways to send the pretend message HELP.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Encode → send → decode",
            "Pip agrees on a code, sends a pattern, and checks whether the receiver gets the intended message."
          ],
          "steps": [
            "Invent two shared codes, such as short/long taps and a paper grid of dark/light squares. Agree on a key with a partner.",
            "Send and decode each code several times at a comfortable volume. Record mistakes or unclear symbols.",
            "Compare accuracy and ease of use. Improve one code and explain why patterns need an agreed meaning."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:code-4",
          "completionId": "67-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Argue how internal and external structures support life",
      "standard": "4-LS-1.1",
      "demo": [
        "Structure → function → evidence",
        "Pip uses a diagram to connect roots with taking in water and supporting a plant."
      ],
      "prerequisites": [],
      "id": "g4.science.structures",
      "grade": 4,
      "subject": "g4-science",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf",
      "standardVersion": "Idaho Science · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.science.structure-0.v1",
          "prompt": "Use evidence to explain how roots can take in water and anchor a plant.",
          "hint": "Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.",
          "demonstration": [
            "Structure → function → evidence",
            "Pip uses a diagram to connect roots with taking in water and supporting a plant."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:structure-0",
          "completionId": "8-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.structure-1.v1",
          "prompt": "Use evidence to explain how a stem can support leaves and transport materials.",
          "hint": "Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.",
          "demonstration": [
            "Structure → function → evidence",
            "Pip uses a diagram to connect roots with taking in water and supporting a plant."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:structure-1",
          "completionId": "23-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.structure-2.v1",
          "prompt": "Use evidence to explain how leaves can use light in making food.",
          "hint": "Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.",
          "demonstration": [
            "Structure → function → evidence",
            "Pip uses a diagram to connect roots with taking in water and supporting a plant."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:structure-2",
          "completionId": "38-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.structure-3.v1",
          "prompt": "Use evidence to explain how a seed coat can protect a plant embryo.",
          "hint": "Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.",
          "demonstration": [
            "Structure → function → evidence",
            "Pip uses a diagram to connect roots with taking in water and supporting a plant."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:structure-3",
          "completionId": "53-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.structure-4.v1",
          "prompt": "Use evidence to explain how a bird’s wings can support movement through air.",
          "hint": "Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.",
          "demonstration": [
            "Structure → function → evidence",
            "Pip uses a diagram to connect roots with taking in water and supporting a plant."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:structure-4",
          "completionId": "68-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.structure-5.v1",
          "prompt": "Use evidence to explain how a fish’s gills can take oxygen from water.",
          "hint": "Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.",
          "demonstration": [
            "Structure → function → evidence",
            "Pip uses a diagram to connect roots with taking in water and supporting a plant."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:structure-5",
          "completionId": "78-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.structure-6.v1",
          "prompt": "Use evidence to explain how an animal’s heart can move blood through the body.",
          "hint": "Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.",
          "demonstration": [
            "Structure → function → evidence",
            "Pip uses a diagram to connect roots with taking in water and supporting a plant."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:structure-6",
          "completionId": "83-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.structure-7.v1",
          "prompt": "Use evidence to explain how a turtle’s shell can protect parts of its body.",
          "hint": "Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.",
          "demonstration": [
            "Structure → function → evidence",
            "Pip uses a diagram to connect roots with taking in water and supporting a plant."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:structure-7",
          "completionId": "88-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.structure-8.v1",
          "prompt": "Use evidence to explain how an animal’s stomach can help break down food.",
          "hint": "Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.",
          "demonstration": [
            "Structure → function → evidence",
            "Pip uses a diagram to connect roots with taking in water and supporting a plant."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:structure-8",
          "completionId": "93-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.structure-9.v1",
          "prompt": "Use evidence to explain how a flower can support a flowering plant’s reproduction.",
          "hint": "Study an adult-selected diagram or observe without harming organisms. Identify internal or external structures, make a claim, and point to evidence. Compare with a different organism.",
          "demonstration": [
            "Structure → function → evidence",
            "Pip uses a diagram to connect roots with taking in water and supporting a plant."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:structure-9",
          "completionId": "98-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Model sensing, processing and responding",
      "standard": "4-LS-1.2",
      "demo": [
        "Sense → brain → response",
        "Pip models how seeing an obstacle sends information to the brain before a person chooses to stop."
      ],
      "prerequisites": [],
      "id": "g4.science.senses",
      "grade": 4,
      "subject": "g4-science",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf",
      "standardVersion": "Idaho Science · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.science.sense-0.v1",
          "prompt": "Model sensing and responding: seeing an obstacle and stopping.",
          "hint": "Draw the sense organ, information going to the brain, and a possible response. Discuss how experience or context could change a response. Never test with loud sounds, unknown foods, or unsafe objects.",
          "demonstration": [
            "Sense → brain → response",
            "Pip models how seeing an obstacle sends information to the brain before a person chooses to stop."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:sense-0",
          "completionId": "9-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.sense-1.v1",
          "prompt": "Model sensing and responding: hearing a timer and checking a task.",
          "hint": "Draw the sense organ, information going to the brain, and a possible response. Discuss how experience or context could change a response. Never test with loud sounds, unknown foods, or unsafe objects.",
          "demonstration": [
            "Sense → brain → response",
            "Pip models how seeing an obstacle sends information to the brain before a person chooses to stop."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:sense-1",
          "completionId": "24-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.sense-2.v1",
          "prompt": "Model sensing and responding: feeling a cool breeze and choosing a jacket.",
          "hint": "Draw the sense organ, information going to the brain, and a possible response. Discuss how experience or context could change a response. Never test with loud sounds, unknown foods, or unsafe objects.",
          "demonstration": [
            "Sense → brain → response",
            "Pip models how seeing an obstacle sends information to the brain before a person chooses to stop."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:sense-2",
          "completionId": "39-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.sense-3.v1",
          "prompt": "Model sensing and responding: smelling a familiar food and looking toward it.",
          "hint": "Draw the sense organ, information going to the brain, and a possible response. Discuss how experience or context could change a response. Never test with loud sounds, unknown foods, or unsafe objects.",
          "demonstration": [
            "Sense → brain → response",
            "Pip models how seeing an obstacle sends information to the brain before a person chooses to stop."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:sense-3",
          "completionId": "54-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.sense-4.v1",
          "prompt": "Model sensing and responding: seeing a ball approaching and moving aside.",
          "hint": "Draw the sense organ, information going to the brain, and a possible response. Discuss how experience or context could change a response. Never test with loud sounds, unknown foods, or unsafe objects.",
          "demonstration": [
            "Sense → brain → response",
            "Pip models how seeing an obstacle sends information to the brain before a person chooses to stop."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:sense-4",
          "completionId": "69-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Use rock and fossil patterns as landscape evidence",
      "standard": "4-ESS-1.1",
      "demo": [
        "Layers → fossils → possible history",
        "Pip compares fossils in undisturbed rock layers and explains a possible older environment using evidence."
      ],
      "prerequisites": [],
      "id": "g4.science.rocks",
      "grade": 4,
      "subject": "g4-science",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf",
      "standardVersion": "Idaho Science · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.science.rock-0.v1",
          "prompt": "Earth evidence: examine shell fossils high above today’s sea.",
          "hint": "Use labeled reference pictures with an adult. Describe visible evidence and a possible landscape history, or classify the pictured rock types from the reference. Relative order is not an exact age; do not assume every rock contains fossils.",
          "demonstration": [
            "Layers → fossils → possible history",
            "Pip compares fossils in undisturbed rock layers and explains a possible older environment using evidence."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:rock-0",
          "completionId": "10-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.rock-1.v1",
          "prompt": "Earth evidence: examine different fossils in upper and lower undisturbed layers.",
          "hint": "Use labeled reference pictures with an adult. Describe visible evidence and a possible landscape history, or classify the pictured rock types from the reference. Relative order is not an exact age; do not assume every rock contains fossils.",
          "demonstration": [
            "Layers → fossils → possible history",
            "Pip compares fossils in undisturbed rock layers and explains a possible older environment using evidence."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:rock-1",
          "completionId": "25-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.rock-2.v1",
          "prompt": "Earth evidence: examine a sequence of sedimentary layers with changing fossil types.",
          "hint": "Use labeled reference pictures with an adult. Describe visible evidence and a possible landscape history, or classify the pictured rock types from the reference. Relative order is not an exact age; do not assume every rock contains fossils.",
          "demonstration": [
            "Layers → fossils → possible history",
            "Pip compares fossils in undisturbed rock layers and explains a possible older environment using evidence."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:rock-2",
          "completionId": "40-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.rock-3.v1",
          "prompt": "Earth evidence: examine a map showing similar fossil layers in two locations.",
          "hint": "Use labeled reference pictures with an adult. Describe visible evidence and a possible landscape history, or classify the pictured rock types from the reference. Relative order is not an exact age; do not assume every rock contains fossils.",
          "demonstration": [
            "Layers → fossils → possible history",
            "Pip compares fossils in undisturbed rock layers and explains a possible older environment using evidence."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:rock-3",
          "completionId": "55-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.rock-4.v1",
          "prompt": "Earth evidence: examine samples or photos of igneous, sedimentary, and metamorphic rocks.",
          "hint": "Use labeled reference pictures with an adult. Describe visible evidence and a possible landscape history, or classify the pictured rock types from the reference. Relative order is not an exact age; do not assume every rock contains fossils.",
          "demonstration": [
            "Layers → fossils → possible history",
            "Pip compares fossils in undisturbed rock layers and explains a possible older environment using evidence."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:rock-4",
          "completionId": "70-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Investigate weathering and erosion",
      "standard": "4-ESS-2.1",
      "demo": [
        "One variable → observations",
        "Pip compares two small soil trays at different slopes while keeping soil and water amounts the same."
      ],
      "prerequisites": [],
      "id": "g4.science.erosion",
      "grade": 4,
      "subject": "g4-science",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf",
      "standardVersion": "Idaho Science · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.science.erosion-0.v1",
          "prompt": "Investigate how slope of a soil tray affects movement of material.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "One variable → observations",
            "Pip compares two small soil trays at different slopes while keeping soil and water amounts the same."
          ],
          "steps": [
            "An adult sets up two tiny tabletop models. Change only the named variable; decide what will stay equal.",
            "Use tiny amounts of water in a tray or a gentle hand fan with large paper pieces. Avoid dust, blowing soil, and water near electronics.",
            "Record and compare what moved. Distinguish weathering that breaks material down from erosion that carries it away."
          ],
          "type": "investigation",
          "variantKey": "g4:science:erosion-0",
          "completionId": "11-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.erosion-evidence-0.v1",
          "prompt": "Explain your comparison about slope of a soil tray.",
          "hint": "Draw both setups and label what changed and what stayed equal. Use actual observations, mention an uncertain result, and propose a follow-up test.",
          "demonstration": [
            "One variable → observations",
            "Pip compares two small soil trays at different slopes while keeping soil and water amounts the same."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:erosion-evidence-0",
          "completionId": "26-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.erosion-1.v1",
          "prompt": "Investigate how amount of plant-like cover affects movement of material.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "One variable → observations",
            "Pip compares two small soil trays at different slopes while keeping soil and water amounts the same."
          ],
          "steps": [
            "An adult sets up two tiny tabletop models. Change only the named variable; decide what will stay equal.",
            "Use tiny amounts of water in a tray or a gentle hand fan with large paper pieces. Avoid dust, blowing soil, and water near electronics.",
            "Record and compare what moved. Distinguish weathering that breaks material down from erosion that carries it away."
          ],
          "type": "investigation",
          "variantKey": "g4:science:erosion-1",
          "completionId": "41-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.erosion-evidence-1.v1",
          "prompt": "Explain your comparison about amount of plant-like cover.",
          "hint": "Draw both setups and label what changed and what stayed equal. Use actual observations, mention an uncertain result, and propose a follow-up test.",
          "demonstration": [
            "One variable → observations",
            "Pip compares two small soil trays at different slopes while keeping soil and water amounts the same."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:erosion-evidence-1",
          "completionId": "56-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.erosion-2.v1",
          "prompt": "Investigate how speed of a small water flow affects movement of material.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "One variable → observations",
            "Pip compares two small soil trays at different slopes while keeping soil and water amounts the same."
          ],
          "steps": [
            "An adult sets up two tiny tabletop models. Change only the named variable; decide what will stay equal.",
            "Use tiny amounts of water in a tray or a gentle hand fan with large paper pieces. Avoid dust, blowing soil, and water near electronics.",
            "Record and compare what moved. Distinguish weathering that breaks material down from erosion that carries it away."
          ],
          "type": "investigation",
          "variantKey": "g4:science:erosion-2",
          "completionId": "71-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.erosion-evidence-2.v1",
          "prompt": "Explain your comparison about speed of a small water flow.",
          "hint": "Draw both setups and label what changed and what stayed equal. Use actual observations, mention an uncertain result, and propose a follow-up test.",
          "demonstration": [
            "One variable → observations",
            "Pip compares two small soil trays at different slopes while keeping soil and water amounts the same."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:erosion-evidence-2",
          "completionId": "79-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.erosion-3.v1",
          "prompt": "Investigate how a paper barrier slowing a hand-fan breeze affects movement of material.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "One variable → observations",
            "Pip compares two small soil trays at different slopes while keeping soil and water amounts the same."
          ],
          "steps": [
            "An adult sets up two tiny tabletop models. Change only the named variable; decide what will stay equal.",
            "Use tiny amounts of water in a tray or a gentle hand fan with large paper pieces. Avoid dust, blowing soil, and water near electronics.",
            "Record and compare what moved. Distinguish weathering that breaks material down from erosion that carries it away."
          ],
          "type": "investigation",
          "variantKey": "g4:science:erosion-3",
          "completionId": "84-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.erosion-evidence-3.v1",
          "prompt": "Explain your comparison about a paper barrier slowing a hand-fan breeze.",
          "hint": "Draw both setups and label what changed and what stayed equal. Use actual observations, mention an uncertain result, and propose a follow-up test.",
          "demonstration": [
            "One variable → observations",
            "Pip compares two small soil trays at different slopes while keeping soil and water amounts the same."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:erosion-evidence-3",
          "completionId": "89-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.erosion-4.v1",
          "prompt": "Investigate how type of safe surface material affects movement of material.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "One variable → observations",
            "Pip compares two small soil trays at different slopes while keeping soil and water amounts the same."
          ],
          "steps": [
            "An adult sets up two tiny tabletop models. Change only the named variable; decide what will stay equal.",
            "Use tiny amounts of water in a tray or a gentle hand fan with large paper pieces. Avoid dust, blowing soil, and water near electronics.",
            "Record and compare what moved. Distinguish weathering that breaks material down from erosion that carries it away."
          ],
          "type": "investigation",
          "variantKey": "g4:science:erosion-4",
          "completionId": "94-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.erosion-evidence-4.v1",
          "prompt": "Explain your comparison about type of safe surface material.",
          "hint": "Draw both setups and label what changed and what stayed equal. Use actual observations, mention an uncertain result, and propose a follow-up test.",
          "demonstration": [
            "One variable → observations",
            "Pip compares two small soil trays at different slopes while keeping soil and water amounts the same."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:science:erosion-evidence-4",
          "completionId": "99-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Find patterns of landforms and Earth events on maps",
      "standard": "4-ESS-2.2",
      "demo": [
        "Map key → pattern → limit",
        "Pip compares earthquake and mountain locations on labeled maps without claiming that every place follows one pattern."
      ],
      "prerequisites": [],
      "id": "g4.science.maps",
      "grade": 4,
      "subject": "g4-science",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf",
      "standardVersion": "Idaho Science · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.science.earth-map-0.v1",
          "prompt": "Look for geographic patterns: earthquake locations and mountain belts.",
          "hint": "Use dated, labeled scientific maps chosen by an adult. Read the key, compare locations, identify a pattern and an exception, and explain what the maps do not establish.",
          "demonstration": [
            "Map key → pattern → limit",
            "Pip compares earthquake and mountain locations on labeled maps without claiming that every place follows one pattern."
          ],
          "type": "work",
          "variantKey": "g4:science:earth-map-0",
          "completionId": "12-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.earth-map-1.v1",
          "prompt": "Look for geographic patterns: volcano locations around an ocean.",
          "hint": "Use dated, labeled scientific maps chosen by an adult. Read the key, compare locations, identify a pattern and an exception, and explain what the maps do not establish.",
          "demonstration": [
            "Map key → pattern → limit",
            "Pip compares earthquake and mountain locations on labeled maps without claiming that every place follows one pattern."
          ],
          "type": "work",
          "variantKey": "g4:science:earth-map-1",
          "completionId": "27-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.earth-map-2.v1",
          "prompt": "Look for geographic patterns: mountain ranges and continent edges.",
          "hint": "Use dated, labeled scientific maps chosen by an adult. Read the key, compare locations, identify a pattern and an exception, and explain what the maps do not establish.",
          "demonstration": [
            "Map key → pattern → limit",
            "Pip compares earthquake and mountain locations on labeled maps without claiming that every place follows one pattern."
          ],
          "type": "work",
          "variantKey": "g4:science:earth-map-2",
          "completionId": "42-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.earth-map-3.v1",
          "prompt": "Look for geographic patterns: ocean trenches and earthquake locations.",
          "hint": "Use dated, labeled scientific maps chosen by an adult. Read the key, compare locations, identify a pattern and an exception, and explain what the maps do not establish.",
          "demonstration": [
            "Map key → pattern → limit",
            "Pip compares earthquake and mountain locations on labeled maps without claiming that every place follows one pattern."
          ],
          "type": "work",
          "variantKey": "g4:science:earth-map-3",
          "completionId": "57-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.earth-map-4.v1",
          "prompt": "Look for geographic patterns: Earth-event locations on two maps with different scales.",
          "hint": "Use dated, labeled scientific maps chosen by an adult. Read the key, compare locations, identify a pattern and an exception, and explain what the maps do not establish.",
          "demonstration": [
            "Map key → pattern → limit",
            "Pip compares earthquake and mountain locations on labeled maps without claiming that every place follows one pattern."
          ],
          "type": "work",
          "variantKey": "g4:science:earth-map-4",
          "completionId": "72-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Explain energy resources and environmental effects",
      "standard": "4-ESS-3.1",
      "demo": [
        "Resource → use → effects",
        "Pip compares a renewable and a nonrenewable energy source and considers environmental effects of each."
      ],
      "prerequisites": [],
      "id": "g4.science.resources",
      "grade": 4,
      "subject": "g4-science",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf",
      "standardVersion": "Idaho Science · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.science.resource-0.v1",
          "prompt": "Compare energy from sunlight and coal.",
          "hint": "With reliable sources, identify natural resources, whether they are replenished on human timescales, and effects on land, water, air, or living things. Every option has tradeoffs; record your sources.",
          "demonstration": [
            "Resource → use → effects",
            "Pip compares a renewable and a nonrenewable energy source and considers environmental effects of each."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:science:resource-0",
          "completionId": "13-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.resource-1.v1",
          "prompt": "Compare energy from wind and natural gas.",
          "hint": "With reliable sources, identify natural resources, whether they are replenished on human timescales, and effects on land, water, air, or living things. Every option has tradeoffs; record your sources.",
          "demonstration": [
            "Resource → use → effects",
            "Pip compares a renewable and a nonrenewable energy source and considers environmental effects of each."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:science:resource-1",
          "completionId": "28-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.resource-2.v1",
          "prompt": "Compare energy from flowing water and petroleum.",
          "hint": "With reliable sources, identify natural resources, whether they are replenished on human timescales, and effects on land, water, air, or living things. Every option has tradeoffs; record your sources.",
          "demonstration": [
            "Resource → use → effects",
            "Pip compares a renewable and a nonrenewable energy source and considers environmental effects of each."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:science:resource-2",
          "completionId": "43-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.resource-3.v1",
          "prompt": "Compare energy from geothermal heat and coal.",
          "hint": "With reliable sources, identify natural resources, whether they are replenished on human timescales, and effects on land, water, air, or living things. Every option has tradeoffs; record your sources.",
          "demonstration": [
            "Resource → use → effects",
            "Pip compares a renewable and a nonrenewable energy source and considers environmental effects of each."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:science:resource-3",
          "completionId": "58-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.resource-4.v1",
          "prompt": "Compare energy from a solar-powered system and a fuel-powered system.",
          "hint": "With reliable sources, identify natural resources, whether they are replenished on human timescales, and effects on land, water, air, or living things. Every option has tradeoffs; record your sources.",
          "demonstration": [
            "Resource → use → effects",
            "Pip compares a renewable and a nonrenewable energy source and considers environmental effects of each."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:science:resource-4",
          "completionId": "73-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Compare solutions that reduce Earth-hazard impacts",
      "standard": "4-ESS-3.2",
      "demo": [
        "Two designs → evidence → tradeoff",
        "Pip compares model flood barriers with the same small amount of water and identifies a strength and a limit of each."
      ],
      "prerequisites": [],
      "id": "g4.science.hazards",
      "grade": 4,
      "subject": "g4-science",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf",
      "standardVersion": "Idaho Science · January 3, 2022",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.science.hazard-0.v1",
          "prompt": "Compare two tabletop flood barriers.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Two designs → evidence → tradeoff",
            "Pip compares model flood barriers with the same small amount of water and identifies a strength and a limit of each."
          ],
          "steps": [
            "Use a safe adult-led model or an official educational map. Define the hazard, goal, and design limits. Never test in a real hazard.",
            "Apply the same gentle test to both models, or compare both plans against the same map and criteria.",
            "Use results to compare benefits, limitations, and a possible improvement. Models cannot guarantee real-world safety."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:hazard-0",
          "completionId": "14-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.hazard-1.v1",
          "prompt": "Compare two model earthquake-resistant structures.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Two designs → evidence → tradeoff",
            "Pip compares model flood barriers with the same small amount of water and identifies a strength and a limit of each."
          ],
          "steps": [
            "Use a safe adult-led model or an official educational map. Define the hazard, goal, and design limits. Never test in a real hazard.",
            "Apply the same gentle test to both models, or compare both plans against the same map and criteria.",
            "Use results to compare benefits, limitations, and a possible improvement. Models cannot guarantee real-world safety."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:hazard-1",
          "completionId": "29-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.hazard-2.v1",
          "prompt": "Compare two fictional tsunami evacuation-route plans.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Two designs → evidence → tradeoff",
            "Pip compares model flood barriers with the same small amount of water and identifies a strength and a limit of each."
          ],
          "steps": [
            "Use a safe adult-led model or an official educational map. Define the hazard, goal, and design limits. Never test in a real hazard.",
            "Apply the same gentle test to both models, or compare both plans against the same map and criteria.",
            "Use results to compare benefits, limitations, and a possible improvement. Models cannot guarantee real-world safety."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:hazard-2",
          "completionId": "44-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.hazard-3.v1",
          "prompt": "Compare two mapped volcanic-hazard avoidance plans.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Two designs → evidence → tradeoff",
            "Pip compares model flood barriers with the same small amount of water and identifies a strength and a limit of each."
          ],
          "steps": [
            "Use a safe adult-led model or an official educational map. Define the hazard, goal, and design limits. Never test in a real hazard.",
            "Apply the same gentle test to both models, or compare both plans against the same map and criteria.",
            "Use results to compare benefits, limitations, and a possible improvement. Models cannot guarantee real-world safety."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:hazard-3",
          "completionId": "59-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.science.hazard-4.v1",
          "prompt": "Compare two ways to keep model floodwater away from a building.",
          "hint": "Use safe materials selected by a grown-up. Keep observations on your own paper. Describe what your model can and cannot show.",
          "demonstration": [
            "Two designs → evidence → tradeoff",
            "Pip compares model flood barriers with the same small amount of water and identifies a strength and a limit of each."
          ],
          "steps": [
            "Use a safe adult-led model or an official educational map. Define the hazard, goal, and design limits. Never test in a real hazard.",
            "Apply the same gentle test to both models, or compare both plans against the same map and criteria.",
            "Use results to compare benefits, limitations, and a possible improvement. Models cannot guarantee real-world safety."
          ],
          "workspace": "draw",
          "type": "investigation",
          "variantKey": "g4:science:hazard-4",
          "completionId": "74-85",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Explain people, trade and change in Idaho history",
      "standard": "4.SS.1.1,3–5",
      "demo": [
        "Sources → sequence → effects",
        "Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing."
      ],
      "prerequisites": [],
      "id": "g4.social-studies.history",
      "grade": 4,
      "subject": "g4-social-studies",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf",
      "standardVersion": "Idaho Social Studies · revised November 20, 2025",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.social-studies.history-0.v1",
          "prompt": "Investigate Sacagawea and the Lewis and Clark expedition.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.",
          "demonstration": [
            "Sources → sequence → effects",
            "Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing."
          ],
          "steps": [
            "Choose a focused question and identify the author and date of two sources.",
            "Take notes on a sequence of events and the people affected; note differences between the accounts.",
            "Explain a change using evidence, name your sources, and identify a missing perspective."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:history-0",
          "completionId": "0-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.history-1.v1",
          "prompt": "Investigate David Thompson and the fur trade.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.",
          "demonstration": [
            "Sources → sequence → effects",
            "Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing."
          ],
          "steps": [
            "Choose a focused question and identify the author and date of two sources.",
            "Take notes on a sequence of events and the people affected; note differences between the accounts.",
            "Explain a change using evidence, name your sources, and identify a missing perspective."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:history-1",
          "completionId": "8-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.history-2.v1",
          "prompt": "Investigate Fort Lemhi and early settlement.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.",
          "demonstration": [
            "Sources → sequence → effects",
            "Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing."
          ],
          "steps": [
            "Choose a focused question and identify the author and date of two sources.",
            "Take notes on a sequence of events and the people affected; note differences between the accounts.",
            "Explain a change using evidence, name your sources, and identify a missing perspective."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:history-2",
          "completionId": "16-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.history-3.v1",
          "prompt": "Investigate Rebecca Brown Mitchell and education.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.",
          "demonstration": [
            "Sources → sequence → effects",
            "Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing."
          ],
          "steps": [
            "Choose a focused question and identify the author and date of two sources.",
            "Take notes on a sequence of events and the people affected; note differences between the accounts.",
            "Explain a change using evidence, name your sources, and identify a missing perspective."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:history-3",
          "completionId": "24-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.history-4.v1",
          "prompt": "Investigate Emma Yearnian and ranching.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.",
          "demonstration": [
            "Sources → sequence → effects",
            "Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing."
          ],
          "steps": [
            "Choose a focused question and identify the author and date of two sources.",
            "Take notes on a sequence of events and the people affected; note differences between the accounts.",
            "Explain a change using evidence, name your sources, and identify a missing perspective."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:history-4",
          "completionId": "32-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.history-5.v1",
          "prompt": "Investigate William Wallace and territorial government.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.",
          "demonstration": [
            "Sources → sequence → effects",
            "Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing."
          ],
          "steps": [
            "Choose a focused question and identify the author and date of two sources.",
            "Take notes on a sequence of events and the people affected; note differences between the accounts.",
            "Explain a change using evidence, name your sources, and identify a missing perspective."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:history-5",
          "completionId": "40-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.history-6.v1",
          "prompt": "Investigate miners and changing gold or silver communities.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.",
          "demonstration": [
            "Sources → sequence → effects",
            "Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing."
          ],
          "steps": [
            "Choose a focused question and identify the author and date of two sources.",
            "Take notes on a sequence of events and the people affected; note differences between the accounts.",
            "Explain a change using evidence, name your sources, and identify a missing perspective."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:history-6",
          "completionId": "46-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.history-7.v1",
          "prompt": "Investigate railroad workers and transportation.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.",
          "demonstration": [
            "Sources → sequence → effects",
            "Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing."
          ],
          "steps": [
            "Choose a focused question and identify the author and date of two sources.",
            "Take notes on a sequence of events and the people affected; note differences between the accounts.",
            "Explain a change using evidence, name your sources, and identify a missing perspective."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:history-7",
          "completionId": "52-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.history-8.v1",
          "prompt": "Investigate vaqueros and ranching work.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.",
          "demonstration": [
            "Sources → sequence → effects",
            "Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing."
          ],
          "steps": [
            "Choose a focused question and identify the author and date of two sources.",
            "Take notes on a sequence of events and the people affected; note differences between the accounts.",
            "Explain a change using evidence, name your sources, and identify a missing perspective."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:history-8",
          "completionId": "58-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.history-9.v1",
          "prompt": "Investigate French Canadian fur-trade communities.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.",
          "demonstration": [
            "Sources → sequence → effects",
            "Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing."
          ],
          "steps": [
            "Choose a focused question and identify the author and date of two sources.",
            "Take notes on a sequence of events and the people affected; note differences between the accounts.",
            "Explain a change using evidence, name your sources, and identify a missing perspective."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:history-9",
          "completionId": "64-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.history-10.v1",
          "prompt": "Investigate Basque communities and Idaho’s development.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.",
          "demonstration": [
            "Sources → sequence → effects",
            "Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing."
          ],
          "steps": [
            "Choose a focused question and identify the author and date of two sources.",
            "Take notes on a sequence of events and the people affected; note differences between the accounts.",
            "Explain a change using evidence, name your sources, and identify a missing perspective."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:history-10",
          "completionId": "70-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.history-11.v1",
          "prompt": "Investigate Latter-day Saint settlement communities.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.",
          "demonstration": [
            "Sources → sequence → effects",
            "Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing."
          ],
          "steps": [
            "Choose a focused question and identify the author and date of two sources.",
            "Take notes on a sequence of events and the people affected; note differences between the accounts.",
            "Explain a change using evidence, name your sources, and identify a missing perspective."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:history-11",
          "completionId": "74-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.history-12.v1",
          "prompt": "Investigate trade before and after a new transportation route.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.",
          "demonstration": [
            "Sources → sequence → effects",
            "Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing."
          ],
          "steps": [
            "Choose a focused question and identify the author and date of two sources.",
            "Take notes on a sequence of events and the people affected; note differences between the accounts.",
            "Explain a change using evidence, name your sources, and identify a missing perspective."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:history-12",
          "completionId": "78-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.history-13.v1",
          "prompt": "Investigate westward-expansion policies and consequences for tribal nations.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.",
          "demonstration": [
            "Sources → sequence → effects",
            "Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing."
          ],
          "steps": [
            "Choose a focused question and identify the author and date of two sources.",
            "Take notes on a sequence of events and the people affected; note differences between the accounts.",
            "Explain a change using evidence, name your sources, and identify a missing perspective."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:history-13",
          "completionId": "82-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.history-14.v1",
          "prompt": "Investigate different accounts of a pioneer settlement.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read two age-appropriate sources with an adult, including affected communities’ perspectives when available. Date events, distinguish evidence from opinion, and explain both contributions and consequences.",
          "demonstration": [
            "Sources → sequence → effects",
            "Pip compares dated accounts of a trade route, explains who benefited, and asks whose perspective is missing."
          ],
          "steps": [
            "Choose a focused question and identify the author and date of two sources.",
            "Take notes on a sequence of events and the people affected; note differences between the accounts.",
            "Explain a change using evidence, name your sources, and identify a missing perspective."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:history-14",
          "completionId": "86-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Study Idaho tribal nations, homelands and sovereignty",
      "standard": "4.SS.1.2,6–9",
      "demo": [
        "Tribal sources, past and present",
        "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
      ],
      "prerequisites": [],
      "id": "g4.social-studies.nations",
      "grade": 4,
      "subject": "g4-social-studies",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf",
      "standardVersion": "Idaho Social Studies · revised November 20, 2025",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.social-studies.nation-map-0.v1",
          "prompt": "Explore how the Coeur d’Alene Tribe describes its homeland and lands today.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "Use public tribal educational maps with an adult. Distinguish ancestral homelands, ceded territory, and present reservation land; boundaries can extend beyond Idaho. Name the map and date.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:social-studies:nation-map-0",
          "completionId": "1-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-policy-0.v1",
          "prompt": "Investigate a treaty, executive order, or federal policy affecting the Coeur d’Alene Tribe.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "An adult selects a tribal-authored explanation and an age-appropriate historical source. Explain the policy’s purpose, effects on land and people, and a perspective missing from one account.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:nation-policy-0",
          "completionId": "9-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-sovereignty-0.v1",
          "prompt": "Learn about the Coeur d’Alene Tribe as a sovereign nation today.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "Use the nation’s public government page. Describe one government responsibility and a relationship with state or federal government. Tribal governments are not departments of state government.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "type": "work",
          "variantKey": "g4:social-studies:nation-sovereignty-0",
          "completionId": "17-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-continuity-0.v1",
          "prompt": "Explore a public example of the Coeur d’Alene Tribe protecting language, culture, or resources.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "Use a tribal-authored current source with a grown-up. Connect present work with history; do not copy restricted cultural practices or assume one nation represents others.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "type": "work",
          "variantKey": "g4:social-studies:nation-continuity-0",
          "completionId": "25-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-map-1.v1",
          "prompt": "Explore how the Kootenai Tribe of Idaho describes its homeland and lands today.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "Use public tribal educational maps with an adult. Distinguish ancestral homelands, ceded territory, and present reservation land; boundaries can extend beyond Idaho. Name the map and date.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:social-studies:nation-map-1",
          "completionId": "33-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-policy-1.v1",
          "prompt": "Investigate a treaty, executive order, or federal policy affecting the Kootenai Tribe of Idaho.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "An adult selects a tribal-authored explanation and an age-appropriate historical source. Explain the policy’s purpose, effects on land and people, and a perspective missing from one account.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:nation-policy-1",
          "completionId": "41-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-sovereignty-1.v1",
          "prompt": "Learn about the Kootenai Tribe of Idaho as a sovereign nation today.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "Use the nation’s public government page. Describe one government responsibility and a relationship with state or federal government. Tribal governments are not departments of state government.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "type": "work",
          "variantKey": "g4:social-studies:nation-sovereignty-1",
          "completionId": "47-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-continuity-1.v1",
          "prompt": "Explore a public example of the Kootenai Tribe of Idaho protecting language, culture, or resources.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "Use a tribal-authored current source with a grown-up. Connect present work with history; do not copy restricted cultural practices or assume one nation represents others.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "type": "work",
          "variantKey": "g4:social-studies:nation-continuity-1",
          "completionId": "53-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-map-2.v1",
          "prompt": "Explore how the Nez Perce Tribe describes its homeland and lands today.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "Use public tribal educational maps with an adult. Distinguish ancestral homelands, ceded territory, and present reservation land; boundaries can extend beyond Idaho. Name the map and date.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:social-studies:nation-map-2",
          "completionId": "59-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-policy-2.v1",
          "prompt": "Investigate a treaty, executive order, or federal policy affecting the Nez Perce Tribe.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "An adult selects a tribal-authored explanation and an age-appropriate historical source. Explain the policy’s purpose, effects on land and people, and a perspective missing from one account.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:nation-policy-2",
          "completionId": "65-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-sovereignty-2.v1",
          "prompt": "Learn about the Nez Perce Tribe as a sovereign nation today.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "Use the nation’s public government page. Describe one government responsibility and a relationship with state or federal government. Tribal governments are not departments of state government.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "type": "work",
          "variantKey": "g4:social-studies:nation-sovereignty-2",
          "completionId": "71-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-continuity-2.v1",
          "prompt": "Explore a public example of the Nez Perce Tribe protecting language, culture, or resources.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "Use a tribal-authored current source with a grown-up. Connect present work with history; do not copy restricted cultural practices or assume one nation represents others.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "type": "work",
          "variantKey": "g4:social-studies:nation-continuity-2",
          "completionId": "75-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-map-3.v1",
          "prompt": "Explore how the Shoshone-Bannock Tribes describes its homeland and lands today.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "Use public tribal educational maps with an adult. Distinguish ancestral homelands, ceded territory, and present reservation land; boundaries can extend beyond Idaho. Name the map and date.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:social-studies:nation-map-3",
          "completionId": "79-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-policy-3.v1",
          "prompt": "Investigate a treaty, executive order, or federal policy affecting the Shoshone-Bannock Tribes.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "An adult selects a tribal-authored explanation and an age-appropriate historical source. Explain the policy’s purpose, effects on land and people, and a perspective missing from one account.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:nation-policy-3",
          "completionId": "83-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-sovereignty-3.v1",
          "prompt": "Learn about the Shoshone-Bannock Tribes as a sovereign nation today.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "Use the nation’s public government page. Describe one government responsibility and a relationship with state or federal government. Tribal governments are not departments of state government.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "type": "work",
          "variantKey": "g4:social-studies:nation-sovereignty-3",
          "completionId": "87-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-continuity-3.v1",
          "prompt": "Explore a public example of the Shoshone-Bannock Tribes protecting language, culture, or resources.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "Use a tribal-authored current source with a grown-up. Connect present work with history; do not copy restricted cultural practices or assume one nation represents others.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "type": "work",
          "variantKey": "g4:social-studies:nation-continuity-3",
          "completionId": "90-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-map-4.v1",
          "prompt": "Explore how the Shoshone-Paiute Tribes describes its homeland and lands today.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "Use public tribal educational maps with an adult. Distinguish ancestral homelands, ceded territory, and present reservation land; boundaries can extend beyond Idaho. Name the map and date.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:social-studies:nation-map-4",
          "completionId": "92-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-policy-4.v1",
          "prompt": "Investigate a treaty, executive order, or federal policy affecting the Shoshone-Paiute Tribes.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "An adult selects a tribal-authored explanation and an age-appropriate historical source. Explain the policy’s purpose, effects on land and people, and a perspective missing from one account.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:nation-policy-4",
          "completionId": "94-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-sovereignty-4.v1",
          "prompt": "Learn about the Shoshone-Paiute Tribes as a sovereign nation today.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "Use the nation’s public government page. Describe one government responsibility and a relationship with state or federal government. Tribal governments are not departments of state government.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "type": "work",
          "variantKey": "g4:social-studies:nation-sovereignty-4",
          "completionId": "96-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.nation-continuity-4.v1",
          "prompt": "Explore a public example of the Shoshone-Paiute Tribes protecting language, culture, or resources.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "reviewNote": "Tribal cultural review pending. Use tribal-authored public materials; no tribal endorsement is claimed.",
          "hint": "Use a tribal-authored current source with a grown-up. Connect present work with history; do not copy restricted cultural practices or assume one nation represents others.",
          "demonstration": [
            "Tribal sources, past and present",
            "Pip starts with a tribal nation’s public educational source and distinguishes homelands, ceded lands, and present reservation boundaries."
          ],
          "type": "work",
          "variantKey": "g4:social-studies:nation-continuity-4",
          "completionId": "98-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Use Idaho grid maps and geographic evidence",
      "standard": "4.SS.2.1–2",
      "demo": [
        "Grid → key → location",
        "Pip checks the lettered columns and numbered rows before locating a place on an Idaho map."
      ],
      "prerequisites": [],
      "id": "g4.social-studies.maps",
      "grade": 4,
      "subject": "g4-social-studies",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf",
      "standardVersion": "Idaho Social Studies · revised November 20, 2025",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.social-studies.grid-check-0.v1",
          "prompt": "A classroom map has lettered columns and numbered rows. A marker is in column C, row 4. What is its grid address?",
          "answer": "C4",
          "options": [
            {
              "label": "C4"
            },
            {
              "label": "D3"
            },
            {
              "label": "4D"
            }
          ],
          "hint": "Read the map’s labels, compass, and scale before using the grid.",
          "demonstration": [
            "Grid → key → location",
            "Pip checks the lettered columns and numbered rows before locating a place on an Idaho map."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:grid-check-0",
          "completionId": "2-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.grid-check-1.v1",
          "prompt": "On a north-up Idaho map, a place is above and right of another. Which direction is that?",
          "answer": "northeast",
          "options": [
            {
              "label": "northeast"
            },
            {
              "label": "southwest"
            },
            {
              "label": "southeast"
            }
          ],
          "hint": "Read the map’s labels, compass, and scale before using the grid.",
          "demonstration": [
            "Grid → key → location",
            "Pip checks the lettered columns and numbered rows before locating a place on an Idaho map."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:grid-check-1",
          "completionId": "10-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.grid-check-2.v1",
          "prompt": "A grid route goes from B2 to B5 in the same column. How many grid intervals does it move?",
          "answer": "3",
          "options": [
            {
              "label": "3"
            },
            {
              "label": "5"
            },
            {
              "label": "7"
            }
          ],
          "hint": "Read the map’s labels, compass, and scale before using the grid.",
          "demonstration": [
            "Grid → key → location",
            "Pip checks the lettered columns and numbered rows before locating a place on an Idaho map."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:grid-check-2",
          "completionId": "18-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.grid-check-3.v1",
          "prompt": "What must you check before treating a grid square as a distance?",
          "answer": "the map scale",
          "options": [
            {
              "label": "the map scale"
            },
            {
              "label": "the paper’s color"
            },
            {
              "label": "the alphabet alone"
            }
          ],
          "hint": "Read the map’s labels, compass, and scale before using the grid.",
          "demonstration": [
            "Grid → key → location",
            "Pip checks the lettered columns and numbered rows before locating a place on an Idaho map."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:grid-check-3",
          "completionId": "26-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.grid-check-4.v1",
          "prompt": "Two Idaho maps use different grid labels. How should you locate a place?",
          "answer": "Use each map’s own key and grid.",
          "options": [
            {
              "label": "Use each map’s own key and grid."
            },
            {
              "label": "Assume the same address fits both."
            },
            {
              "label": "Ignore the labels."
            }
          ],
          "hint": "Read the map’s labels, compass, and scale before using the grid.",
          "demonstration": [
            "Grid → key → location",
            "Pip checks the lettered columns and numbered rows before locating a place on an Idaho map."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:grid-check-4",
          "completionId": "34-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.idaho-map-0.v1",
          "prompt": "Idaho map explorer: locate Boise with a map’s letter-number grid.",
          "hint": "Use a labeled Idaho atlas map with a grown-up. Identify the source, key, scale, and grid. Point to geographic evidence and separate it from your explanation of people’s choices.",
          "demonstration": [
            "Grid → key → location",
            "Pip checks the lettered columns and numbered rows before locating a place on an Idaho map."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:social-studies:idaho-map-0",
          "completionId": "42-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.idaho-map-1.v1",
          "prompt": "Idaho map explorer: locate a northern Idaho community and a southern one.",
          "hint": "Use a labeled Idaho atlas map with a grown-up. Identify the source, key, scale, and grid. Point to geographic evidence and separate it from your explanation of people’s choices.",
          "demonstration": [
            "Grid → key → location",
            "Pip checks the lettered columns and numbered rows before locating a place on an Idaho map."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:social-studies:idaho-map-1",
          "completionId": "48-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.idaho-map-2.v1",
          "prompt": "Idaho map explorer: compare a mountain region and the Snake River Plain.",
          "hint": "Use a labeled Idaho atlas map with a grown-up. Identify the source, key, scale, and grid. Point to geographic evidence and separate it from your explanation of people’s choices.",
          "demonstration": [
            "Grid → key → location",
            "Pip checks the lettered columns and numbered rows before locating a place on an Idaho map."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:social-studies:idaho-map-2",
          "completionId": "54-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.idaho-map-3.v1",
          "prompt": "Idaho map explorer: explain how a river may affect farming and settlement.",
          "hint": "Use a labeled Idaho atlas map with a grown-up. Identify the source, key, scale, and grid. Point to geographic evidence and separate it from your explanation of people’s choices.",
          "demonstration": [
            "Grid → key → location",
            "Pip checks the lettered columns and numbered rows before locating a place on an Idaho map."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:social-studies:idaho-map-3",
          "completionId": "60-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.idaho-map-4.v1",
          "prompt": "Idaho map explorer: compare transportation routes and natural barriers.",
          "hint": "Use a labeled Idaho atlas map with a grown-up. Identify the source, key, scale, and grid. Point to geographic evidence and separate it from your explanation of people’s choices.",
          "demonstration": [
            "Grid → key → location",
            "Pip checks the lettered columns and numbered rows before locating a place on an Idaho map."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:social-studies:idaho-map-4",
          "completionId": "66-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Examine land disputes with context and care",
      "standard": "4.SS.2.3",
      "demo": [
        "Sources → perspectives → consequences",
        "Pip uses an age-appropriate tribal source and a historical account to discuss a land dispute without reenacting violence."
      ],
      "prerequisites": [],
      "id": "g4.social-studies.conflict",
      "grade": 4,
      "subject": "g4-social-studies",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf",
      "standardVersion": "Idaho Social Studies · revised November 20, 2025",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.social-studies.land-dispute-0.v1",
          "prompt": "Learn the context and consequences of the Battle of Four Lakes.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "An adult chooses a non-graphic tribal-authored account and a historical source. Discuss land, rights, and consequences, including the meaning of the event’s name. Do not reenact conflict or assume all events involved the same kind of violence. You may pause or choose another activity.",
          "demonstration": [
            "Sources → perspectives → consequences",
            "Pip uses an age-appropriate tribal source and a historical account to discuss a land dispute without reenacting violence."
          ],
          "steps": [
            "Locate the event in time and place using age-appropriate sources.",
            "Compare who is speaking in the accounts and what each says about land and consequences.",
            "Explain one supported fact, one perspective, and a question that needs more evidence."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:land-dispute-0",
          "completionId": "3-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.land-dispute-1.v1",
          "prompt": "Learn the context and consequences of the Bear River Massacre.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "An adult chooses a non-graphic tribal-authored account and a historical source. Discuss land, rights, and consequences, including the meaning of the event’s name. Do not reenact conflict or assume all events involved the same kind of violence. You may pause or choose another activity.",
          "demonstration": [
            "Sources → perspectives → consequences",
            "Pip uses an age-appropriate tribal source and a historical account to discuss a land dispute without reenacting violence."
          ],
          "steps": [
            "Locate the event in time and place using age-appropriate sources.",
            "Compare who is speaking in the accounts and what each says about land and consequences.",
            "Explain one supported fact, one perspective, and a question that needs more evidence."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:land-dispute-1",
          "completionId": "11-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.land-dispute-2.v1",
          "prompt": "Learn the context and consequences of the Nez Perce Flight of 1877.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "An adult chooses a non-graphic tribal-authored account and a historical source. Discuss land, rights, and consequences, including the meaning of the event’s name. Do not reenact conflict or assume all events involved the same kind of violence. You may pause or choose another activity.",
          "demonstration": [
            "Sources → perspectives → consequences",
            "Pip uses an age-appropriate tribal source and a historical account to discuss a land dispute without reenacting violence."
          ],
          "steps": [
            "Locate the event in time and place using age-appropriate sources.",
            "Compare who is speaking in the accounts and what each says about land and consequences.",
            "Explain one supported fact, one perspective, and a question that needs more evidence."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:land-dispute-2",
          "completionId": "19-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.land-dispute-3.v1",
          "prompt": "Learn the context and consequences of the Bannock War of 1878.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "An adult chooses a non-graphic tribal-authored account and a historical source. Discuss land, rights, and consequences, including the meaning of the event’s name. Do not reenact conflict or assume all events involved the same kind of violence. You may pause or choose another activity.",
          "demonstration": [
            "Sources → perspectives → consequences",
            "Pip uses an age-appropriate tribal source and a historical account to discuss a land dispute without reenacting violence."
          ],
          "steps": [
            "Locate the event in time and place using age-appropriate sources.",
            "Compare who is speaking in the accounts and what each says about land and consequences.",
            "Explain one supported fact, one perspective, and a question that needs more evidence."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:land-dispute-3",
          "completionId": "27-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.land-dispute-4.v1",
          "prompt": "Learn the context and consequences of the Kootenai War of 1974.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "An adult chooses a non-graphic tribal-authored account and a historical source. Discuss land, rights, and consequences, including the meaning of the event’s name. Do not reenact conflict or assume all events involved the same kind of violence. You may pause or choose another activity.",
          "demonstration": [
            "Sources → perspectives → consequences",
            "Pip uses an age-appropriate tribal source and a historical account to discuss a land dispute without reenacting violence."
          ],
          "steps": [
            "Locate the event in time and place using age-appropriate sources.",
            "Compare who is speaking in the accounts and what each says about land and consequences.",
            "Explain one supported fact, one perspective, and a question that needs more evidence."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:land-dispute-4",
          "completionId": "35-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Explain scarcity, specialization and Idaho economic change",
      "standard": "4.SS.3.1–7",
      "demo": [
        "Resources → choices → tradeoffs",
        "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
      ],
      "prerequisites": [],
      "id": "g4.social-studies.economy",
      "grade": 4,
      "subject": "g4-social-studies",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf",
      "standardVersion": "Idaho Social Studies · revised November 20, 2025",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.social-studies.economy-check-0.v1",
          "prompt": "A town has fewer tools than people want to buy. What issue does it face?",
          "answer": "scarcity",
          "options": [
            {
              "label": "scarcity"
            },
            {
              "label": "unlimited supply"
            },
            {
              "label": "no choices"
            }
          ],
          "hint": "Identify the resource, role, or change described; avoid assuming all effects are the same.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:economy-check-0",
          "completionId": "4-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.economy-check-1.v1",
          "prompt": "A bakery assigns mixing, baking, and selling to different workers. What is this?",
          "answer": "division of labor",
          "options": [
            {
              "label": "division of labor"
            },
            {
              "label": "a map scale"
            },
            {
              "label": "a government branch"
            }
          ],
          "hint": "Identify the resource, role, or change described; avoid assuming all effects are the same.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:economy-check-1",
          "completionId": "12-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.economy-check-2.v1",
          "prompt": "More customers want a product while supply stays the same. What has increased?",
          "answer": "demand",
          "options": [
            {
              "label": "demand"
            },
            {
              "label": "supply"
            },
            {
              "label": "the number already made"
            }
          ],
          "hint": "Identify the resource, role, or change described; avoid assuming all effects are the same.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:economy-check-2",
          "completionId": "20-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.economy-check-3.v1",
          "prompt": "A late delivery leaves fewer sacks of flour available. What decreased?",
          "answer": "supply",
          "options": [
            {
              "label": "supply"
            },
            {
              "label": "customer interest automatically"
            },
            {
              "label": "the need for decisions"
            }
          ],
          "hint": "Identify the resource, role, or change described; avoid assuming all effects are the same.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:economy-check-3",
          "completionId": "28-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.economy-check-4.v1",
          "prompt": "A worker practices one part of a job and becomes skilled at it. What does this illustrate?",
          "answer": "specialization",
          "options": [
            {
              "label": "specialization"
            },
            {
              "label": "unlimited resources"
            },
            {
              "label": "a treaty"
            }
          ],
          "hint": "Identify the resource, role, or change described; avoid assuming all effects are the same.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:economy-check-4",
          "completionId": "36-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.economy-check-5.v1",
          "prompt": "Which is a service in an early settlement?",
          "answer": "repairing a wagon",
          "options": [
            {
              "label": "repairing a wagon"
            },
            {
              "label": "a sack of flour"
            },
            {
              "label": "a metal pan"
            }
          ],
          "hint": "Identify the resource, role, or change described; avoid assuming all effects are the same.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:economy-check-5",
          "completionId": "43-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.economy-check-6.v1",
          "prompt": "Which is a good?",
          "answer": "a pair of boots",
          "options": [
            {
              "label": "a pair of boots"
            },
            {
              "label": "repairing a roof"
            },
            {
              "label": "teaching a lesson"
            }
          ],
          "hint": "Identify the resource, role, or change described; avoid assuming all effects are the same.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:economy-check-6",
          "completionId": "49-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.economy-check-7.v1",
          "prompt": "A person starts a business after planning costs and risks. What role is this?",
          "answer": "entrepreneur",
          "options": [
            {
              "label": "entrepreneur"
            },
            {
              "label": "juror by definition"
            },
            {
              "label": "mapmaker by definition"
            }
          ],
          "hint": "Identify the resource, role, or change described; avoid assuming all effects are the same.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:economy-check-7",
          "completionId": "55-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.economy-check-8.v1",
          "prompt": "A new machine reduces time needed for a task. What should a community consider?",
          "answer": "effects on production and workers",
          "options": [
            {
              "label": "effects on production and workers"
            },
            {
              "label": "only the machine’s color"
            },
            {
              "label": "that change helps everyone equally"
            }
          ],
          "hint": "Identify the resource, role, or change described; avoid assuming all effects are the same.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:economy-check-8",
          "completionId": "61-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.economy-check-9.v1",
          "prompt": "A farm needs irrigation water, but water is limited. What must planners compare?",
          "answer": "uses, limits, and tradeoffs",
          "options": [
            {
              "label": "uses, limits, and tradeoffs"
            },
            {
              "label": "only one person’s wishes"
            },
            {
              "label": "an unlimited supply"
            }
          ],
          "hint": "Identify the resource, role, or change described; avoid assuming all effects are the same.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:economy-check-9",
          "completionId": "67-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.economy-inquiry-0.v1",
          "prompt": "Investigate how a tribal community met basic needs in a particular historical period.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:economy-inquiry-0",
          "completionId": "72-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.economy-inquiry-1.v1",
          "prompt": "Investigate how settlers obtained food and shelter in a particular Idaho place.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:economy-inquiry-1",
          "completionId": "76-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.economy-inquiry-2.v1",
          "prompt": "Investigate goods and services in an early mining town.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:economy-inquiry-2",
          "completionId": "80-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.economy-inquiry-3.v1",
          "prompt": "Investigate how fur trading affected an Idaho region.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:economy-inquiry-3",
          "completionId": "84-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.economy-inquiry-4.v1",
          "prompt": "Investigate how gold or silver mining changed an economy.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:economy-inquiry-4",
          "completionId": "88-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.economy-inquiry-5.v1",
          "prompt": "Investigate agriculture and water on the Snake River Plain.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:economy-inquiry-5",
          "completionId": "91-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.economy-inquiry-6.v1",
          "prompt": "Investigate forest resources and northern Idaho industries.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:economy-inquiry-6",
          "completionId": "93-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.economy-inquiry-7.v1",
          "prompt": "Investigate a railroad’s effects on trade and workers.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:economy-inquiry-7",
          "completionId": "95-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.economy-inquiry-8.v1",
          "prompt": "Investigate a modern innovation and its economic tradeoffs.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:economy-inquiry-8",
          "completionId": "97-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.economy-inquiry-9.v1",
          "prompt": "Investigate a fictional small Idaho business plan.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use reliable sources with an adult, including community voices. Explain resources, specialized work, choices, and effects. For a business plan use pretend amounts; nothing is bought or sold here.",
          "demonstration": [
            "Resources → choices → tradeoffs",
            "Pip follows a product from natural resources through specialized work and explains a choice caused by limited supplies."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:economy-inquiry-9",
          "completionId": "99-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Compare state, local and tribal government responsibilities",
      "standard": "4.SS.4.1–4,7",
      "demo": [
        "Government → authority → responsibility",
        "Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments."
      ],
      "prerequisites": [],
      "id": "g4.social-studies.government",
      "grade": 4,
      "subject": "g4-social-studies",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf",
      "standardVersion": "Idaho Social Studies · revised November 20, 2025",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": false,
      "activities": [
        {
          "activityId": "g4.social-studies.government-check-0.v1",
          "prompt": "Which Idaho state branch makes state laws?",
          "answer": "legislative",
          "options": [
            {
              "label": "legislative"
            },
            {
              "label": "executive"
            },
            {
              "label": "judicial"
            }
          ],
          "hint": "Match the role to its authority and purpose. Tribal, state, and local governments are distinct.",
          "demonstration": [
            "Government → authority → responsibility",
            "Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:government-check-0",
          "completionId": "5-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.government-check-1.v1",
          "prompt": "Which Idaho state branch carries out state laws?",
          "answer": "executive",
          "options": [
            {
              "label": "executive"
            },
            {
              "label": "legislative"
            },
            {
              "label": "judicial"
            }
          ],
          "hint": "Match the role to its authority and purpose. Tribal, state, and local governments are distinct.",
          "demonstration": [
            "Government → authority → responsibility",
            "Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:government-check-1",
          "completionId": "13-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.government-check-2.v1",
          "prompt": "Which Idaho state branch interprets laws in cases?",
          "answer": "judicial",
          "options": [
            {
              "label": "judicial"
            },
            {
              "label": "executive"
            },
            {
              "label": "legislative"
            }
          ],
          "hint": "Match the role to its authority and purpose. Tribal, state, and local governments are distinct.",
          "demonstration": [
            "Government → authority → responsibility",
            "Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:government-check-2",
          "completionId": "21-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.government-check-3.v1",
          "prompt": "How should a tribal government be described?",
          "answer": "a sovereign government with its own authority",
          "options": [
            {
              "label": "a sovereign government with its own authority"
            },
            {
              "label": "a club managed by a school"
            },
            {
              "label": "a department of Idaho state government"
            }
          ],
          "hint": "Match the role to its authority and purpose. Tribal, state, and local governments are distinct.",
          "demonstration": [
            "Government → authority → responsibility",
            "Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:government-check-3",
          "completionId": "29-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.government-check-4.v1",
          "prompt": "Why should a discussion of a law consider rights and responsibilities?",
          "answer": "Laws affect people and civic life.",
          "options": [
            {
              "label": "Laws affect people and civic life."
            },
            {
              "label": "Rights disappear when people disagree."
            },
            {
              "label": "Only officials have responsibilities."
            }
          ],
          "hint": "Match the role to its authority and purpose. Tribal, state, and local governments are distinct.",
          "demonstration": [
            "Government → authority → responsibility",
            "Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments."
          ],
          "type": "choice",
          "variantKey": "g4:social-studies:government-check-4",
          "completionId": "37-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "independent-check"
        },
        {
          "activityId": "g4.social-studies.government-talk-0.v1",
          "prompt": "Civic explorer: compare a state law and a local ordinance.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.",
          "demonstration": [
            "Government → authority → responsibility",
            "Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:government-talk-0",
          "completionId": "44-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.government-talk-1.v1",
          "prompt": "Civic explorer: explain one tribal government responsibility using its own website.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.",
          "demonstration": [
            "Government → authority → responsibility",
            "Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:government-talk-1",
          "completionId": "50-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.government-talk-2.v1",
          "prompt": "Civic explorer: diagram Idaho’s three branches with examples.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.",
          "demonstration": [
            "Government → authority → responsibility",
            "Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:government-talk-2",
          "completionId": "56-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.government-talk-3.v1",
          "prompt": "Civic explorer: investigate an Idaho state symbol using an official source.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.",
          "demonstration": [
            "Government → authority → responsibility",
            "Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:government-talk-3",
          "completionId": "62-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.government-talk-4.v1",
          "prompt": "Civic explorer: compare a tribal seal’s public explanation with a state symbol.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.",
          "demonstration": [
            "Government → authority → responsibility",
            "Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:government-talk-4",
          "completionId": "68-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.government-talk-5.v1",
          "prompt": "Civic explorer: discuss citizenship without assuming all communities have identical membership rules.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.",
          "demonstration": [
            "Government → authority → responsibility",
            "Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:government-talk-5",
          "completionId": "73-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.government-talk-6.v1",
          "prompt": "Civic explorer: explain liberty and responsibility in a fictional public-space problem.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.",
          "demonstration": [
            "Government → authority → responsibility",
            "Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:government-talk-6",
          "completionId": "77-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.government-talk-7.v1",
          "prompt": "Civic explorer: compare fair opportunity and identical treatment in a fictional rule.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.",
          "demonstration": [
            "Government → authority → responsibility",
            "Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:government-talk-7",
          "completionId": "81-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.government-talk-8.v1",
          "prompt": "Civic explorer: describe a public service and who is responsible for it.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.",
          "demonstration": [
            "Government → authority → responsibility",
            "Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:government-talk-8",
          "completionId": "85-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.government-talk-9.v1",
          "prompt": "Civic explorer: explain how rules can protect rights and how concerns can be raised.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Use official sources with a grown-up. Explain the source and an example, then consider another viewpoint. Do not copy restricted symbols or assume every government has the same structure.",
          "demonstration": [
            "Government → authority → responsibility",
            "Pip distinguishes state branches from local government and recognizes tribal nations as sovereign governments."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:government-talk-9",
          "completionId": "89-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Practice informed civic participation",
      "standard": "4.SS.4.5–6",
      "demo": [
        "Learn → question → contribute",
        "Pip checks an official source for an elected role and drafts a respectful question with adult help."
      ],
      "prerequisites": [],
      "id": "g4.social-studies.participation",
      "grade": 4,
      "subject": "g4-social-studies",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf",
      "standardVersion": "Idaho Social Studies · revised November 20, 2025",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.social-studies.participation-0.v1",
          "prompt": "Practice informed participation: find an Idaho elected office and explain how to verify who holds it.",
          "hint": "Check current official information with a grown-up. Support an idea with reasons and listen to other perspectives. Draft on paper; this activity sends no message and requests no personal information.",
          "demonstration": [
            "Learn → question → contribute",
            "Pip checks an official source for an elected role and drafts a respectful question with adult help."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:participation-0",
          "completionId": "6-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.participation-1.v1",
          "prompt": "Practice informed participation: draft a respectful question to a state or local official.",
          "hint": "Check current official information with a grown-up. Support an idea with reasons and listen to other perspectives. Draft on paper; this activity sends no message and requests no personal information.",
          "demonstration": [
            "Learn → question → contribute",
            "Pip checks an official source for an elected role and drafts a respectful question with adult help."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:participation-1",
          "completionId": "14-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.participation-2.v1",
          "prompt": "Practice informed participation: compare two proposals for an accessible community space.",
          "hint": "Check current official information with a grown-up. Support an idea with reasons and listen to other perspectives. Draft on paper; this activity sends no message and requests no personal information.",
          "demonstration": [
            "Learn → question → contribute",
            "Pip checks an official source for an elected role and drafts a respectful question with adult help."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:participation-2",
          "completionId": "22-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.participation-3.v1",
          "prompt": "Practice informed participation: make a plan to learn both sides of a local issue.",
          "hint": "Check current official information with a grown-up. Support an idea with reasons and listen to other perspectives. Draft on paper; this activity sends no message and requests no personal information.",
          "demonstration": [
            "Learn → question → contribute",
            "Pip checks an official source for an elected role and drafts a respectful question with adult help."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:participation-3",
          "completionId": "30-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.participation-4.v1",
          "prompt": "Practice informed participation: explain ways citizens can hold elected officials accountable.",
          "hint": "Check current official information with a grown-up. Support an idea with reasons and listen to other perspectives. Draft on paper; this activity sends no message and requests no personal information.",
          "demonstration": [
            "Learn → question → contribute",
            "Pip checks an official source for an elected role and drafts a respectful question with adult help."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:participation-4",
          "completionId": "38-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Discuss contributions and challenges of Idaho communities",
      "standard": "4.SS.5.1–2",
      "demo": [
        "Community voices + historical context",
        "Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience."
      ],
      "prerequisites": [],
      "id": "g4.social-studies.heritage",
      "grade": 4,
      "subject": "g4-social-studies",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf",
      "standardVersion": "Idaho Social Studies · revised November 20, 2025",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.social-studies.heritage-0.v1",
          "prompt": "Explore Basque cultural heritage in Idaho.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.",
          "demonstration": [
            "Community voices + historical context",
            "Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:heritage-0",
          "completionId": "7-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.heritage-1.v1",
          "prompt": "Explore French Canadian contributions to Idaho history.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.",
          "demonstration": [
            "Community voices + historical context",
            "Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:heritage-1",
          "completionId": "15-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.heritage-2.v1",
          "prompt": "Explore Latter-day Saint communities in Idaho.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.",
          "demonstration": [
            "Community voices + historical context",
            "Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:heritage-2",
          "completionId": "23-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.heritage-3.v1",
          "prompt": "Explore Chinese immigrants and Idaho’s development.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.",
          "demonstration": [
            "Community voices + historical context",
            "Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:heritage-3",
          "completionId": "31-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.heritage-4.v1",
          "prompt": "Explore Japanese American experiences connected with Idaho.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.",
          "demonstration": [
            "Community voices + historical context",
            "Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:heritage-4",
          "completionId": "39-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.heritage-5.v1",
          "prompt": "Explore Mexican and Mexican American contributions to Idaho.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.",
          "demonstration": [
            "Community voices + historical context",
            "Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:heritage-5",
          "completionId": "45-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.heritage-6.v1",
          "prompt": "Explore Black Idahoans and community history.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.",
          "demonstration": [
            "Community voices + historical context",
            "Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:heritage-6",
          "completionId": "51-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.heritage-7.v1",
          "prompt": "Explore a tribal nation’s contemporary cultural programs.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.",
          "demonstration": [
            "Community voices + historical context",
            "Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:heritage-7",
          "completionId": "57-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.heritage-8.v1",
          "prompt": "Explore a community’s response to religious discrimination.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.",
          "demonstration": [
            "Community voices + historical context",
            "Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:heritage-8",
          "completionId": "63-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.social-studies.heritage-9.v1",
          "prompt": "Explore a community’s efforts to preserve a language.",
          "sources": [
            {
              "label": "Idaho Department of Education · Indian Education",
              "url": "https://www.sde.idaho.gov/about-us/departments/indian-education/"
            },
            {
              "label": "Idaho Judicial Branch · Tribal websites",
              "url": "https://isc.idaho.gov/tribal-state/links"
            },
            {
              "label": "Idaho State Historical Society",
              "url": "https://history.idaho.gov/"
            }
          ],
          "hint": "Read community-authored public sources with an adult. Discuss a contribution and a challenge in historical context. Avoid stereotypes and do not ask classmates to speak for a whole group or share private experiences.",
          "demonstration": [
            "Community voices + historical context",
            "Pip uses community-authored accounts to discuss a contribution and a challenge without treating one story as everyone’s experience."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:social-studies:heritage-9",
          "completionId": "69-86",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Discuss emotions and needs without judging feelings",
      "standard": "3-5.H.1.1.2",
      "demo": [
        "Notice → consider → ask",
        "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming."
      ],
      "prerequisites": [],
      "id": "g4.feelings.emotions",
      "grade": 4,
      "subject": "g4-feelings",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf",
      "standardVersion": "Idaho Health 3–5 · June 1, 2023",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.feelings.emotions-0.v1",
          "prompt": "Fourth-grade discussion workshop: a character feels both excited and nervous before a performance.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Notice → consider → ask",
            "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming."
          ],
          "type": "work",
          "variantKey": "g4:feelings:emotions-0",
          "completionId": "0-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.emotions-1.v1",
          "prompt": "Fourth-grade discussion workshop: a friend seems quiet after losing a game.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Notice → consider → ask",
            "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming."
          ],
          "type": "work",
          "variantKey": "g4:feelings:emotions-1",
          "completionId": "10-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.emotions-2.v1",
          "prompt": "Fourth-grade discussion workshop: a character is frustrated by a tricky puzzle.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Notice → consider → ask",
            "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming."
          ],
          "type": "work",
          "variantKey": "g4:feelings:emotions-2",
          "completionId": "20-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.emotions-3.v1",
          "prompt": "Fourth-grade discussion workshop: two friends react differently to a surprise.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Notice → consider → ask",
            "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming."
          ],
          "type": "work",
          "variantKey": "g4:feelings:emotions-3",
          "completionId": "30-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.emotions-4.v1",
          "prompt": "Fourth-grade discussion workshop: someone misses a familiar classroom.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Notice → consider → ask",
            "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming."
          ],
          "type": "work",
          "variantKey": "g4:feelings:emotions-4",
          "completionId": "40-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.emotions-5.v1",
          "prompt": "Fourth-grade discussion workshop: a character feels proud but does not want attention.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Notice → consider → ask",
            "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming."
          ],
          "type": "work",
          "variantKey": "g4:feelings:emotions-5",
          "completionId": "50-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.emotions-6.v1",
          "prompt": "Fourth-grade discussion workshop: a child wants quiet while friends want noise.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Notice → consider → ask",
            "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming."
          ],
          "type": "work",
          "variantKey": "g4:feelings:emotions-6",
          "completionId": "60-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.emotions-7.v1",
          "prompt": "Fourth-grade discussion workshop: someone worries about asking a question.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Notice → consider → ask",
            "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming."
          ],
          "type": "work",
          "variantKey": "g4:feelings:emotions-7",
          "completionId": "70-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.emotions-8.v1",
          "prompt": "Fourth-grade discussion workshop: a character feels left out of a plan.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Notice → consider → ask",
            "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming."
          ],
          "type": "work",
          "variantKey": "g4:feelings:emotions-8",
          "completionId": "80-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.emotions-9.v1",
          "prompt": "Fourth-grade discussion workshop: a character is disappointed after working hard.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Notice → consider → ask",
            "Pip notices a fictional character’s actions and asks what the character might feel rather than assuming."
          ],
          "type": "work",
          "variantKey": "g4:feelings:emotions-9",
          "completionId": "90-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Practice clear listening and communication",
      "standard": "3-5.H.4.1.1",
      "demo": [
        "Listen → paraphrase → check",
        "Pip restates a partner’s idea, checks the meaning, and adds a connected response."
      ],
      "prerequisites": [],
      "id": "g4.feelings.listening",
      "grade": 4,
      "subject": "g4-feelings",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf",
      "standardVersion": "Idaho Health 3–5 · June 1, 2023",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.feelings.listening-0.v1",
          "prompt": "Fourth-grade discussion workshop: partners disagree about a story ending.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Listen → paraphrase → check",
            "Pip restates a partner’s idea, checks the meaning, and adds a connected response."
          ],
          "type": "work",
          "variantKey": "g4:feelings:listening-0",
          "completionId": "1-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.listening-1.v1",
          "prompt": "Fourth-grade discussion workshop: a teammate explains a complicated rule.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Listen → paraphrase → check",
            "Pip restates a partner’s idea, checks the meaning, and adds a connected response."
          ],
          "type": "work",
          "variantKey": "g4:feelings:listening-1",
          "completionId": "11-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.listening-2.v1",
          "prompt": "Fourth-grade discussion workshop: a friend asks for a turn.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Listen → paraphrase → check",
            "Pip restates a partner’s idea, checks the meaning, and adds a connected response."
          ],
          "type": "work",
          "variantKey": "g4:feelings:listening-2",
          "completionId": "21-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.listening-3.v1",
          "prompt": "Fourth-grade discussion workshop: a speaker gives unclear directions.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Listen → paraphrase → check",
            "Pip restates a partner’s idea, checks the meaning, and adds a connected response."
          ],
          "type": "work",
          "variantKey": "g4:feelings:listening-3",
          "completionId": "31-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.listening-4.v1",
          "prompt": "Fourth-grade discussion workshop: a partner shares a different idea.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Listen → paraphrase → check",
            "Pip restates a partner’s idea, checks the meaning, and adds a connected response."
          ],
          "type": "work",
          "variantKey": "g4:feelings:listening-4",
          "completionId": "41-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.listening-5.v1",
          "prompt": "Fourth-grade discussion workshop: two people talk at once.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Listen → paraphrase → check",
            "Pip restates a partner’s idea, checks the meaning, and adds a connected response."
          ],
          "type": "work",
          "variantKey": "g4:feelings:listening-5",
          "completionId": "51-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.listening-6.v1",
          "prompt": "Fourth-grade discussion workshop: a group needs to choose a project.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Listen → paraphrase → check",
            "Pip restates a partner’s idea, checks the meaning, and adds a connected response."
          ],
          "type": "work",
          "variantKey": "g4:feelings:listening-6",
          "completionId": "61-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.listening-7.v1",
          "prompt": "Fourth-grade discussion workshop: a friend asks whether you understood.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Listen → paraphrase → check",
            "Pip restates a partner’s idea, checks the meaning, and adds a connected response."
          ],
          "type": "work",
          "variantKey": "g4:feelings:listening-7",
          "completionId": "71-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.listening-8.v1",
          "prompt": "Fourth-grade discussion workshop: someone communicates with gestures or a device.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Listen → paraphrase → check",
            "Pip restates a partner’s idea, checks the meaning, and adds a connected response."
          ],
          "type": "work",
          "variantKey": "g4:feelings:listening-8",
          "completionId": "81-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.listening-9.v1",
          "prompt": "Fourth-grade discussion workshop: a listener needs a quieter place.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Listen → paraphrase → check",
            "Pip restates a partner’s idea, checks the meaning, and adds a connected response."
          ],
          "type": "work",
          "variantKey": "g4:feelings:listening-9",
          "completionId": "91-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Practice boundaries and refusal",
      "standard": "3-5.H.4.1.2",
      "demo": [
        "No → space → trusted help",
        "Pip practices a clear refusal and asks a trusted adult for help when pressure continues."
      ],
      "prerequisites": [],
      "id": "g4.feelings.refusal",
      "grade": 4,
      "subject": "g4-feelings",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf",
      "standardVersion": "Idaho Health 3–5 · June 1, 2023",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.feelings.refusal-0.v1",
          "prompt": "Fourth-grade discussion workshop: a friend pressures a character to break a rule.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "No → space → trusted help",
            "Pip practices a clear refusal and asks a trusted adult for help when pressure continues."
          ],
          "type": "work",
          "variantKey": "g4:feelings:refusal-0",
          "completionId": "2-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.refusal-1.v1",
          "prompt": "Fourth-grade discussion workshop: someone wants a hug that is not welcome.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "No → space → trusted help",
            "Pip practices a clear refusal and asks a trusted adult for help when pressure continues."
          ],
          "type": "work",
          "variantKey": "g4:feelings:refusal-1",
          "completionId": "12-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.refusal-2.v1",
          "prompt": "Fourth-grade discussion workshop: a game feels unsafe.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "No → space → trusted help",
            "Pip practices a clear refusal and asks a trusted adult for help when pressure continues."
          ],
          "type": "work",
          "variantKey": "g4:feelings:refusal-2",
          "completionId": "22-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.refusal-3.v1",
          "prompt": "Fourth-grade discussion workshop: a person requests private information online.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "No → space → trusted help",
            "Pip practices a clear refusal and asks a trusted adult for help when pressure continues."
          ],
          "type": "work",
          "variantKey": "g4:feelings:refusal-3",
          "completionId": "32-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.refusal-4.v1",
          "prompt": "Fourth-grade discussion workshop: a dare could damage an object.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "No → space → trusted help",
            "Pip practices a clear refusal and asks a trusted adult for help when pressure continues."
          ],
          "type": "work",
          "variantKey": "g4:feelings:refusal-4",
          "completionId": "42-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.refusal-5.v1",
          "prompt": "Fourth-grade discussion workshop: someone keeps taking a borrowed item.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "No → space → trusted help",
            "Pip practices a clear refusal and asks a trusted adult for help when pressure continues."
          ],
          "type": "work",
          "variantKey": "g4:feelings:refusal-5",
          "completionId": "52-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.refusal-6.v1",
          "prompt": "Fourth-grade discussion workshop: a group pressures a character to exclude another.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "No → space → trusted help",
            "Pip practices a clear refusal and asks a trusted adult for help when pressure continues."
          ],
          "type": "work",
          "variantKey": "g4:feelings:refusal-6",
          "completionId": "62-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.refusal-7.v1",
          "prompt": "Fourth-grade discussion workshop: a character wants a break from rough play.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "No → space → trusted help",
            "Pip practices a clear refusal and asks a trusted adult for help when pressure continues."
          ],
          "type": "work",
          "variantKey": "g4:feelings:refusal-7",
          "completionId": "72-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.refusal-8.v1",
          "prompt": "Fourth-grade discussion workshop: a stranger requests a secret meeting.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "No → space → trusted help",
            "Pip practices a clear refusal and asks a trusted adult for help when pressure continues."
          ],
          "type": "work",
          "variantKey": "g4:feelings:refusal-8",
          "completionId": "82-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.refusal-9.v1",
          "prompt": "Fourth-grade discussion workshop: someone asks to share another person’s photo.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "No → space → trusted help",
            "Pip practices a clear refusal and asks a trusted adult for help when pressure continues."
          ],
          "type": "work",
          "variantKey": "g4:feelings:refusal-9",
          "completionId": "92-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Practice nonviolent conflict resolution",
      "standard": "3-5.H.4.1.3",
      "demo": [
        "Pause → perspectives → options",
        "Pip pauses, hears both concerns, and looks for an option that respects each person."
      ],
      "prerequisites": [],
      "id": "g4.feelings.conflict",
      "grade": 4,
      "subject": "g4-feelings",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf",
      "standardVersion": "Idaho Health 3–5 · June 1, 2023",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.feelings.conflict-0.v1",
          "prompt": "Fourth-grade discussion workshop: two children want the same art material.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Pause → perspectives → options",
            "Pip pauses, hears both concerns, and looks for an option that respects each person."
          ],
          "type": "work",
          "variantKey": "g4:feelings:conflict-0",
          "completionId": "3-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.conflict-1.v1",
          "prompt": "Fourth-grade discussion workshop: a game rule was understood differently.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Pause → perspectives → options",
            "Pip pauses, hears both concerns, and looks for an option that respects each person."
          ],
          "type": "work",
          "variantKey": "g4:feelings:conflict-1",
          "completionId": "13-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.conflict-2.v1",
          "prompt": "Fourth-grade discussion workshop: a borrowed book was damaged.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Pause → perspectives → options",
            "Pip pauses, hears both concerns, and looks for an option that respects each person."
          ],
          "type": "work",
          "variantKey": "g4:feelings:conflict-2",
          "completionId": "23-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.conflict-3.v1",
          "prompt": "Fourth-grade discussion workshop: one partner did most of a project.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Pause → perspectives → options",
            "Pip pauses, hears both concerns, and looks for an option that respects each person."
          ],
          "type": "work",
          "variantKey": "g4:feelings:conflict-3",
          "completionId": "33-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.conflict-4.v1",
          "prompt": "Fourth-grade discussion workshop: a joke hurt someone’s feelings.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Pause → perspectives → options",
            "Pip pauses, hears both concerns, and looks for an option that respects each person."
          ],
          "type": "work",
          "variantKey": "g4:feelings:conflict-4",
          "completionId": "43-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.conflict-5.v1",
          "prompt": "Fourth-grade discussion workshop: two groups want the same space.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Pause → perspectives → options",
            "Pip pauses, hears both concerns, and looks for an option that respects each person."
          ],
          "type": "work",
          "variantKey": "g4:feelings:conflict-5",
          "completionId": "53-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.conflict-6.v1",
          "prompt": "Fourth-grade discussion workshop: a turn was skipped by mistake.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Pause → perspectives → options",
            "Pip pauses, hears both concerns, and looks for an option that respects each person."
          ],
          "type": "work",
          "variantKey": "g4:feelings:conflict-6",
          "completionId": "63-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.conflict-7.v1",
          "prompt": "Fourth-grade discussion workshop: a rumor causes a disagreement.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Pause → perspectives → options",
            "Pip pauses, hears both concerns, and looks for an option that respects each person."
          ],
          "type": "work",
          "variantKey": "g4:feelings:conflict-7",
          "completionId": "73-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.conflict-8.v1",
          "prompt": "Fourth-grade discussion workshop: noise interrupts someone’s work.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Pause → perspectives → options",
            "Pip pauses, hears both concerns, and looks for an option that respects each person."
          ],
          "type": "work",
          "variantKey": "g4:feelings:conflict-8",
          "completionId": "83-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.conflict-9.v1",
          "prompt": "Fourth-grade discussion workshop: someone changes a plan without checking.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Pause → perspectives → options",
            "Pip pauses, hears both concerns, and looks for an option that respects each person."
          ],
          "type": "work",
          "variantKey": "g4:feelings:conflict-9",
          "completionId": "93-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Identify when and how to ask for assistance",
      "standard": "3-5.H.4.1.4; 3-5.H.5.1.2",
      "demo": [
        "Name the problem → ask",
        "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable."
      ],
      "prerequisites": [],
      "id": "g4.feelings.help",
      "grade": 4,
      "subject": "g4-feelings",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf",
      "standardVersion": "Idaho Health 3–5 · June 1, 2023",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.feelings.help-0.v1",
          "prompt": "Fourth-grade discussion workshop: a character cannot find a trusted adult at an event.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Name the problem → ask",
            "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable."
          ],
          "type": "work",
          "variantKey": "g4:feelings:help-0",
          "completionId": "4-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.help-1.v1",
          "prompt": "Fourth-grade discussion workshop: a confusing online message appears.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Name the problem → ask",
            "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable."
          ],
          "type": "work",
          "variantKey": "g4:feelings:help-1",
          "completionId": "14-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.help-2.v1",
          "prompt": "Fourth-grade discussion workshop: a friend is being repeatedly excluded.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Name the problem → ask",
            "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable."
          ],
          "type": "work",
          "variantKey": "g4:feelings:help-2",
          "completionId": "24-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.help-3.v1",
          "prompt": "Fourth-grade discussion workshop: a child is hurt during a game.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Name the problem → ask",
            "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable."
          ],
          "type": "work",
          "variantKey": "g4:feelings:help-3",
          "completionId": "34-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.help-4.v1",
          "prompt": "Fourth-grade discussion workshop: a task feels overwhelming.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Name the problem → ask",
            "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable."
          ],
          "type": "work",
          "variantKey": "g4:feelings:help-4",
          "completionId": "44-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.help-5.v1",
          "prompt": "Fourth-grade discussion workshop: a character sees broken playground equipment.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Name the problem → ask",
            "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable."
          ],
          "type": "work",
          "variantKey": "g4:feelings:help-5",
          "completionId": "54-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.help-6.v1",
          "prompt": "Fourth-grade discussion workshop: someone threatens to share private information.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Name the problem → ask",
            "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable."
          ],
          "type": "work",
          "variantKey": "g4:feelings:help-6",
          "completionId": "64-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.help-7.v1",
          "prompt": "Fourth-grade discussion workshop: a friend asks to keep an unsafe secret.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Name the problem → ask",
            "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable."
          ],
          "type": "work",
          "variantKey": "g4:feelings:help-7",
          "completionId": "74-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.help-8.v1",
          "prompt": "Fourth-grade discussion workshop: a child needs instructions in a different form.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Name the problem → ask",
            "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable."
          ],
          "type": "work",
          "variantKey": "g4:feelings:help-8",
          "completionId": "84-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.help-9.v1",
          "prompt": "Fourth-grade discussion workshop: the first adult asked is too busy to listen.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Name the problem → ask",
            "Pip explains a concern to a trusted adult and keeps seeking help if the first person is unavailable."
          ],
          "type": "work",
          "variantKey": "g4:feelings:help-9",
          "completionId": "94-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Discuss influences from peers and media",
      "standard": "3-5.H.2.1.3,5–6",
      "demo": [
        "Message → purpose → choice",
        "Pip asks what a message wants someone to do and checks whether that choice supports well-being."
      ],
      "prerequisites": [],
      "id": "g4.feelings.peers",
      "grade": 4,
      "subject": "g4-feelings",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf",
      "standardVersion": "Idaho Health 3–5 · June 1, 2023",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.feelings.peers-0.v1",
          "prompt": "Fourth-grade discussion workshop: an ad promises a perfect result.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Message → purpose → choice",
            "Pip asks what a message wants someone to do and checks whether that choice supports well-being."
          ],
          "type": "work",
          "variantKey": "g4:feelings:peers-0",
          "completionId": "5-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.peers-1.v1",
          "prompt": "Fourth-grade discussion workshop: a friend says everyone must own a toy.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Message → purpose → choice",
            "Pip asks what a message wants someone to do and checks whether that choice supports well-being."
          ],
          "type": "work",
          "variantKey": "g4:feelings:peers-1",
          "completionId": "15-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.peers-2.v1",
          "prompt": "Fourth-grade discussion workshop: a video encourages an unsafe challenge.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Message → purpose → choice",
            "Pip asks what a message wants someone to do and checks whether that choice supports well-being."
          ],
          "type": "work",
          "variantKey": "g4:feelings:peers-2",
          "completionId": "25-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.peers-3.v1",
          "prompt": "Fourth-grade discussion workshop: a group makes fun of taking a break.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Message → purpose → choice",
            "Pip asks what a message wants someone to do and checks whether that choice supports well-being."
          ],
          "type": "work",
          "variantKey": "g4:feelings:peers-3",
          "completionId": "35-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.peers-4.v1",
          "prompt": "Fourth-grade discussion workshop: an online game keeps asking for another round.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Message → purpose → choice",
            "Pip asks what a message wants someone to do and checks whether that choice supports well-being."
          ],
          "type": "work",
          "variantKey": "g4:feelings:peers-4",
          "completionId": "45-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.peers-5.v1",
          "prompt": "Fourth-grade discussion workshop: a poster uses exciting pictures to sell a snack.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Message → purpose → choice",
            "Pip asks what a message wants someone to do and checks whether that choice supports well-being."
          ],
          "type": "work",
          "variantKey": "g4:feelings:peers-5",
          "completionId": "55-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.peers-6.v1",
          "prompt": "Fourth-grade discussion workshop: a message makes popularity seem like proof.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Message → purpose → choice",
            "Pip asks what a message wants someone to do and checks whether that choice supports well-being."
          ],
          "type": "work",
          "variantKey": "g4:feelings:peers-6",
          "completionId": "65-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.peers-7.v1",
          "prompt": "Fourth-grade discussion workshop: friends invite a character to a healthy activity.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Message → purpose → choice",
            "Pip asks what a message wants someone to do and checks whether that choice supports well-being."
          ],
          "type": "work",
          "variantKey": "g4:feelings:peers-7",
          "completionId": "75-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.peers-8.v1",
          "prompt": "Fourth-grade discussion workshop: a character compares daily life with edited images.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Message → purpose → choice",
            "Pip asks what a message wants someone to do and checks whether that choice supports well-being."
          ],
          "type": "work",
          "variantKey": "g4:feelings:peers-8",
          "completionId": "85-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.peers-9.v1",
          "prompt": "Fourth-grade discussion workshop: a device notification interrupts rest.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Message → purpose → choice",
            "Pip asks what a message wants someone to do and checks whether that choice supports well-being."
          ],
          "type": "work",
          "variantKey": "g4:feelings:peers-9",
          "completionId": "95-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Compare options and possible outcomes",
      "standard": "3-5.H.5.1.1–6",
      "demo": [
        "Options → outcomes → reflect",
        "Pip thinks through two safe choices, asks for help when needed, and reflects on the result."
      ],
      "prerequisites": [],
      "id": "g4.feelings.decisions",
      "grade": 4,
      "subject": "g4-feelings",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf",
      "standardVersion": "Idaho Health 3–5 · June 1, 2023",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.feelings.decisions-0.v1",
          "prompt": "Fourth-grade discussion workshop: choose a calm place after a noisy activity.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Options → outcomes → reflect",
            "Pip thinks through two safe choices, asks for help when needed, and reflects on the result."
          ],
          "type": "work",
          "variantKey": "g4:feelings:decisions-0",
          "completionId": "6-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.decisions-1.v1",
          "prompt": "Fourth-grade discussion workshop: decide how to respond to a hurtful comment.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Options → outcomes → reflect",
            "Pip thinks through two safe choices, asks for help when needed, and reflects on the result."
          ],
          "type": "work",
          "variantKey": "g4:feelings:decisions-1",
          "completionId": "16-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.decisions-2.v1",
          "prompt": "Fourth-grade discussion workshop: plan what to do when a game becomes rough.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Options → outcomes → reflect",
            "Pip thinks through two safe choices, asks for help when needed, and reflects on the result."
          ],
          "type": "work",
          "variantKey": "g4:feelings:decisions-2",
          "completionId": "26-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.decisions-3.v1",
          "prompt": "Fourth-grade discussion workshop: choose how to ask for a turn.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Options → outcomes → reflect",
            "Pip thinks through two safe choices, asks for help when needed, and reflects on the result."
          ],
          "type": "work",
          "variantKey": "g4:feelings:decisions-3",
          "completionId": "36-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.decisions-4.v1",
          "prompt": "Fourth-grade discussion workshop: decide when an adult’s help is needed.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Options → outcomes → reflect",
            "Pip thinks through two safe choices, asks for help when needed, and reflects on the result."
          ],
          "type": "work",
          "variantKey": "g4:feelings:decisions-4",
          "completionId": "46-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.decisions-5.v1",
          "prompt": "Fourth-grade discussion workshop: consider two ways to repair a mistake.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Options → outcomes → reflect",
            "Pip thinks through two safe choices, asks for help when needed, and reflects on the result."
          ],
          "type": "work",
          "variantKey": "g4:feelings:decisions-5",
          "completionId": "56-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.decisions-6.v1",
          "prompt": "Fourth-grade discussion workshop: plan a break during a long project.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Options → outcomes → reflect",
            "Pip thinks through two safe choices, asks for help when needed, and reflects on the result."
          ],
          "type": "work",
          "variantKey": "g4:feelings:decisions-6",
          "completionId": "66-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.decisions-7.v1",
          "prompt": "Fourth-grade discussion workshop: choose how to include a new teammate.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Options → outcomes → reflect",
            "Pip thinks through two safe choices, asks for help when needed, and reflects on the result."
          ],
          "type": "work",
          "variantKey": "g4:feelings:decisions-7",
          "completionId": "76-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.decisions-8.v1",
          "prompt": "Fourth-grade discussion workshop: decide what to do with a confusing message.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Options → outcomes → reflect",
            "Pip thinks through two safe choices, asks for help when needed, and reflects on the result."
          ],
          "type": "work",
          "variantKey": "g4:feelings:decisions-8",
          "completionId": "86-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.decisions-9.v1",
          "prompt": "Fourth-grade discussion workshop: compare ways to prepare for an unfamiliar activity.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Options → outcomes → reflect",
            "Pip thinks through two safe choices, asks for help when needed, and reflects on the result."
          ],
          "type": "work",
          "variantKey": "g4:feelings:decisions-9",
          "completionId": "96-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Set a supported goal and reflect on progress",
      "standard": "3-5.H.6.1.1–2",
      "demo": [
        "Small step → resource → check",
        "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it."
      ],
      "prerequisites": [],
      "id": "g4.feelings.goals",
      "grade": 4,
      "subject": "g4-feelings",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf",
      "standardVersion": "Idaho Health 3–5 · June 1, 2023",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.feelings.goals-0.v1",
          "prompt": "Fourth-grade discussion workshop: practice asking one clarifying question.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Small step → resource → check",
            "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it."
          ],
          "type": "work",
          "variantKey": "g4:feelings:goals-0",
          "completionId": "7-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.goals-1.v1",
          "prompt": "Fourth-grade discussion workshop: plan a comfortable movement break.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Small step → resource → check",
            "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it."
          ],
          "type": "work",
          "variantKey": "g4:feelings:goals-1",
          "completionId": "17-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.goals-2.v1",
          "prompt": "Fourth-grade discussion workshop: practice putting shared materials away.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Small step → resource → check",
            "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it."
          ],
          "type": "work",
          "variantKey": "g4:feelings:goals-2",
          "completionId": "27-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.goals-3.v1",
          "prompt": "Fourth-grade discussion workshop: make time for a calming routine.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Small step → resource → check",
            "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it."
          ],
          "type": "work",
          "variantKey": "g4:feelings:goals-3",
          "completionId": "37-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.goals-4.v1",
          "prompt": "Fourth-grade discussion workshop: practice a respectful refusal.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Small step → resource → check",
            "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it."
          ],
          "type": "work",
          "variantKey": "g4:feelings:goals-4",
          "completionId": "47-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.goals-5.v1",
          "prompt": "Fourth-grade discussion workshop: plan to listen before responding.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Small step → resource → check",
            "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it."
          ],
          "type": "work",
          "variantKey": "g4:feelings:goals-5",
          "completionId": "57-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.goals-6.v1",
          "prompt": "Fourth-grade discussion workshop: practice requesting help early.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Small step → resource → check",
            "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it."
          ],
          "type": "work",
          "variantKey": "g4:feelings:goals-6",
          "completionId": "67-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.goals-7.v1",
          "prompt": "Fourth-grade discussion workshop: prepare for a change in routine.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Small step → resource → check",
            "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it."
          ],
          "type": "work",
          "variantKey": "g4:feelings:goals-7",
          "completionId": "77-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.goals-8.v1",
          "prompt": "Fourth-grade discussion workshop: make a plan for taking turns.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Small step → resource → check",
            "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it."
          ],
          "type": "work",
          "variantKey": "g4:feelings:goals-8",
          "completionId": "87-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.goals-9.v1",
          "prompt": "Fourth-grade discussion workshop: reflect on a helpful screen break.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Small step → resource → check",
            "Pip chooses a manageable step, identifies support, and adjusts the plan after trying it."
          ],
          "type": "work",
          "variantKey": "g4:feelings:goals-9",
          "completionId": "97-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Discuss everyday practices that support well-being",
      "standard": "3-5.H.1.1.1–3; 3-5.H.7.1.1–3",
      "demo": [
        "Practice → notice → adjust",
        "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps."
      ],
      "prerequisites": [],
      "id": "g4.feelings.habits",
      "grade": 4,
      "subject": "g4-feelings",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf",
      "standardVersion": "Idaho Health 3–5 · June 1, 2023",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.feelings.habits-0.v1",
          "prompt": "Fourth-grade discussion workshop: a pretend day includes rest and active play.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Practice → notice → adjust",
            "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps."
          ],
          "type": "work",
          "variantKey": "g4:feelings:habits-0",
          "completionId": "8-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.habits-1.v1",
          "prompt": "Fourth-grade discussion workshop: a character forgets to wash hands before eating.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Practice → notice → adjust",
            "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps."
          ],
          "type": "work",
          "variantKey": "g4:feelings:habits-1",
          "completionId": "18-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.habits-2.v1",
          "prompt": "Fourth-grade discussion workshop: a group makes a space easier to use.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Practice → notice → adjust",
            "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps."
          ],
          "type": "work",
          "variantKey": "g4:feelings:habits-2",
          "completionId": "28-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.habits-3.v1",
          "prompt": "Fourth-grade discussion workshop: someone needs water after active play.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Practice → notice → adjust",
            "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps."
          ],
          "type": "work",
          "variantKey": "g4:feelings:habits-3",
          "completionId": "38-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.habits-4.v1",
          "prompt": "Fourth-grade discussion workshop: a character wants a calm bedtime routine.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Practice → notice → adjust",
            "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps."
          ],
          "type": "work",
          "variantKey": "g4:feelings:habits-4",
          "completionId": "48-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.habits-5.v1",
          "prompt": "Fourth-grade discussion workshop: a class plans safe movement indoors.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Practice → notice → adjust",
            "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps."
          ],
          "type": "work",
          "variantKey": "g4:feelings:habits-5",
          "completionId": "58-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.habits-6.v1",
          "prompt": "Fourth-grade discussion workshop: a character needs to take a break.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Practice → notice → adjust",
            "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps."
          ],
          "type": "work",
          "variantKey": "g4:feelings:habits-6",
          "completionId": "68-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.habits-7.v1",
          "prompt": "Fourth-grade discussion workshop: friends make time to connect.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Practice → notice → adjust",
            "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps."
          ],
          "type": "work",
          "variantKey": "g4:feelings:habits-7",
          "completionId": "78-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.habits-8.v1",
          "prompt": "Fourth-grade discussion workshop: a group keeps shared materials clean.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Practice → notice → adjust",
            "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps."
          ],
          "type": "work",
          "variantKey": "g4:feelings:habits-8",
          "completionId": "88-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.habits-9.v1",
          "prompt": "Fourth-grade discussion workshop: a character notices what helps concentration.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Practice → notice → adjust",
            "Pip explores rest, movement, hygiene, and social connection with a grown-up and notices what helps."
          ],
          "type": "work",
          "variantKey": "g4:feelings:habits-9",
          "completionId": "98-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Evaluate helpful information and encouragement",
      "standard": "3-5.H.3.1.1–2; 3-5.H.8.1.1–2",
      "demo": [
        "Evidence and kindness",
        "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone."
      ],
      "prerequisites": [],
      "id": "g4.feelings.support",
      "grade": 4,
      "subject": "g4-feelings",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf",
      "standardVersion": "Idaho Health 3–5 · June 1, 2023",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.feelings.support-0.v1",
          "prompt": "Fourth-grade discussion workshop: compare a health claim with a reliable source.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Evidence and kindness",
            "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone."
          ],
          "type": "work",
          "variantKey": "g4:feelings:support-0",
          "completionId": "9-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.support-1.v1",
          "prompt": "Fourth-grade discussion workshop: ask a trusted adult who can answer a health question.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Evidence and kindness",
            "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone."
          ],
          "type": "work",
          "variantKey": "g4:feelings:support-1",
          "completionId": "19-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.support-2.v1",
          "prompt": "Fourth-grade discussion workshop: encourage a friend trying a new skill.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Evidence and kindness",
            "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone."
          ],
          "type": "work",
          "variantKey": "g4:feelings:support-2",
          "completionId": "29-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.support-3.v1",
          "prompt": "Fourth-grade discussion workshop: offer support after a mistake without judging.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Evidence and kindness",
            "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone."
          ],
          "type": "work",
          "variantKey": "g4:feelings:support-3",
          "completionId": "39-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.support-4.v1",
          "prompt": "Fourth-grade discussion workshop: make a kind invitation that allows someone to decline.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Evidence and kindness",
            "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone."
          ],
          "type": "work",
          "variantKey": "g4:feelings:support-4",
          "completionId": "49-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.support-5.v1",
          "prompt": "Fourth-grade discussion workshop: identify the source of an online claim.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Evidence and kindness",
            "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone."
          ],
          "type": "work",
          "variantKey": "g4:feelings:support-5",
          "completionId": "59-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.support-6.v1",
          "prompt": "Fourth-grade discussion workshop: explain why an advertisement is not proof.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Evidence and kindness",
            "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone."
          ],
          "type": "work",
          "variantKey": "g4:feelings:support-6",
          "completionId": "69-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.support-7.v1",
          "prompt": "Fourth-grade discussion workshop: find a school or community helper with a grown-up.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Evidence and kindness",
            "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone."
          ],
          "type": "work",
          "variantKey": "g4:feelings:support-7",
          "completionId": "79-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.support-8.v1",
          "prompt": "Fourth-grade discussion workshop: share a helpful reminder without nagging.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Evidence and kindness",
            "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone."
          ],
          "type": "work",
          "variantKey": "g4:feelings:support-8",
          "completionId": "89-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.feelings.support-9.v1",
          "prompt": "Fourth-grade discussion workshop: discuss how to check whether information is current.",
          "discussionTurns": [
            "Consider two people’s perspectives. What do you know, and what would you need to ask?",
            "Compare two possible responses and their likely effects. Role-play a respectful response; include trusted help when needed.",
            "Discuss how you would tell whether the response helped, and how you could change the plan. No real-life behavior is graded here."
          ],
          "hint": "Use fictional characters with a grown-up. There may be several thoughtful responses. You may pass or use a made-up example; no private experience needs to be shared.",
          "demonstration": [
            "Evidence and kindness",
            "Pip asks a trusted adult about a health claim and offers encouragement without pressuring someone."
          ],
          "type": "work",
          "variantKey": "g4:feelings:support-9",
          "completionId": "99-87",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Read and perform rhythmic patterns",
      "standard": "4-5.MU:GM.2.3",
      "demo": [
        "Sound and silence",
        "Pip follows a pattern of sound beats and quiet beats at a comfortable pace."
      ],
      "prerequisites": [],
      "id": "g4.music.rhythm",
      "grade": 4,
      "subject": "g4-music",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf",
      "standardVersion": "Idaho General Music 4–5 · April 29, 2024",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.music.rhythm-0.v1",
          "prompt": "Perform this four-beat pattern: sound sound rest sound.",
          "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.",
          "demonstration": [
            "Sound and silence",
            "Pip follows a pattern of sound beats and quiet beats at a comfortable pace."
          ],
          "workspace": "compose",
          "notes": [
            0,
            0,
            -1,
            0
          ],
          "type": "work",
          "variantKey": "g4:music:rhythm-0",
          "completionId": "0-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.rhythm-1.v1",
          "prompt": "Perform this four-beat pattern: sound rest sound rest.",
          "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.",
          "demonstration": [
            "Sound and silence",
            "Pip follows a pattern of sound beats and quiet beats at a comfortable pace."
          ],
          "workspace": "compose",
          "notes": [
            0,
            -1,
            0,
            -1
          ],
          "type": "work",
          "variantKey": "g4:music:rhythm-1",
          "completionId": "9-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.rhythm-2.v1",
          "prompt": "Perform this four-beat pattern: rest sound sound sound.",
          "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.",
          "demonstration": [
            "Sound and silence",
            "Pip follows a pattern of sound beats and quiet beats at a comfortable pace."
          ],
          "workspace": "compose",
          "notes": [
            -1,
            0,
            0,
            0
          ],
          "type": "work",
          "variantKey": "g4:music:rhythm-2",
          "completionId": "18-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.rhythm-3.v1",
          "prompt": "Perform this four-beat pattern: sound sound sound rest.",
          "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.",
          "demonstration": [
            "Sound and silence",
            "Pip follows a pattern of sound beats and quiet beats at a comfortable pace."
          ],
          "workspace": "compose",
          "notes": [
            0,
            0,
            0,
            -1
          ],
          "type": "work",
          "variantKey": "g4:music:rhythm-3",
          "completionId": "27-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.rhythm-4.v1",
          "prompt": "Perform this four-beat pattern: sound rest rest sound.",
          "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.",
          "demonstration": [
            "Sound and silence",
            "Pip follows a pattern of sound beats and quiet beats at a comfortable pace."
          ],
          "workspace": "compose",
          "notes": [
            0,
            -1,
            -1,
            0
          ],
          "type": "work",
          "variantKey": "g4:music:rhythm-4",
          "completionId": "36-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.rhythm-5.v1",
          "prompt": "Perform this four-beat pattern: rest sound rest sound.",
          "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.",
          "demonstration": [
            "Sound and silence",
            "Pip follows a pattern of sound beats and quiet beats at a comfortable pace."
          ],
          "workspace": "compose",
          "notes": [
            -1,
            0,
            -1,
            0
          ],
          "type": "work",
          "variantKey": "g4:music:rhythm-5",
          "completionId": "45-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.rhythm-6.v1",
          "prompt": "Perform this four-beat pattern: sound sound rest rest.",
          "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.",
          "demonstration": [
            "Sound and silence",
            "Pip follows a pattern of sound beats and quiet beats at a comfortable pace."
          ],
          "workspace": "compose",
          "notes": [
            0,
            0,
            -1,
            -1
          ],
          "type": "work",
          "variantKey": "g4:music:rhythm-6",
          "completionId": "54-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.rhythm-7.v1",
          "prompt": "Perform this four-beat pattern: rest rest sound sound.",
          "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.",
          "demonstration": [
            "Sound and silence",
            "Pip follows a pattern of sound beats and quiet beats at a comfortable pace."
          ],
          "workspace": "compose",
          "notes": [
            -1,
            -1,
            0,
            0
          ],
          "type": "work",
          "variantKey": "g4:music:rhythm-7",
          "completionId": "63-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.rhythm-8.v1",
          "prompt": "Perform this four-beat pattern: sound sound sound sound.",
          "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.",
          "demonstration": [
            "Sound and silence",
            "Pip follows a pattern of sound beats and quiet beats at a comfortable pace."
          ],
          "workspace": "compose",
          "notes": [
            0,
            0,
            0,
            0
          ],
          "type": "work",
          "variantKey": "g4:music:rhythm-8",
          "completionId": "72-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.rhythm-9.v1",
          "prompt": "Perform this four-beat pattern: rest sound sound rest.",
          "hint": "Try clapping, tapping, moving, or using a safe instrument. A rest is a quiet beat. Keep a pace that works for you and describe where the silence occurs.",
          "demonstration": [
            "Sound and silence",
            "Pip follows a pattern of sound beats and quiet beats at a comfortable pace."
          ],
          "workspace": "compose",
          "notes": [
            -1,
            0,
            0,
            -1
          ],
          "type": "work",
          "variantKey": "g4:music:rhythm-9",
          "completionId": "81-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Read and perform a simple melodic pattern",
      "standard": "4-5.MU:GM.2.2–3",
      "demo": [
        "Read → sing or play",
        "Pip follows note names on a treble staff, notices the direction, and tries the phrase."
      ],
      "prerequisites": [],
      "id": "g4.music.melody",
      "grade": 4,
      "subject": "g4-music",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf",
      "standardVersion": "Idaho General Music 4–5 · April 29, 2024",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.music.melody-0.v1",
          "prompt": "Read the staff pattern, then sing or play the phrase.",
          "hint": "Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.",
          "demonstration": [
            "Read → sing or play",
            "Pip follows note names on a treble staff, notices the direction, and tries the phrase."
          ],
          "workspace": "compose",
          "notes": [
            0,
            1,
            2,
            0
          ],
          "type": "work",
          "variantKey": "g4:music:melody-0",
          "completionId": "1-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.melody-1.v1",
          "prompt": "Read the staff pattern, then sing or play the phrase.",
          "hint": "Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.",
          "demonstration": [
            "Read → sing or play",
            "Pip follows note names on a treble staff, notices the direction, and tries the phrase."
          ],
          "workspace": "compose",
          "notes": [
            2,
            3,
            4,
            2
          ],
          "type": "work",
          "variantKey": "g4:music:melody-1",
          "completionId": "10-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.melody-2.v1",
          "prompt": "Read the staff pattern, then sing or play the phrase.",
          "hint": "Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.",
          "demonstration": [
            "Read → sing or play",
            "Pip follows note names on a treble staff, notices the direction, and tries the phrase."
          ],
          "workspace": "compose",
          "notes": [
            4,
            3,
            2,
            1
          ],
          "type": "work",
          "variantKey": "g4:music:melody-2",
          "completionId": "19-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.melody-3.v1",
          "prompt": "Read the staff pattern, then sing or play the phrase.",
          "hint": "Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.",
          "demonstration": [
            "Read → sing or play",
            "Pip follows note names on a treble staff, notices the direction, and tries the phrase."
          ],
          "workspace": "compose",
          "notes": [
            0,
            2,
            4,
            0
          ],
          "type": "work",
          "variantKey": "g4:music:melody-3",
          "completionId": "28-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.melody-4.v1",
          "prompt": "Read the staff pattern, then sing or play the phrase.",
          "hint": "Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.",
          "demonstration": [
            "Read → sing or play",
            "Pip follows note names on a treble staff, notices the direction, and tries the phrase."
          ],
          "workspace": "compose",
          "notes": [
            6,
            5,
            4,
            3
          ],
          "type": "work",
          "variantKey": "g4:music:melody-4",
          "completionId": "37-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.melody-5.v1",
          "prompt": "Read the staff pattern, then sing or play the phrase.",
          "hint": "Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.",
          "demonstration": [
            "Read → sing or play",
            "Pip follows note names on a treble staff, notices the direction, and tries the phrase."
          ],
          "workspace": "compose",
          "notes": [
            1,
            3,
            2,
            0
          ],
          "type": "work",
          "variantKey": "g4:music:melody-5",
          "completionId": "46-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.melody-6.v1",
          "prompt": "Read the staff pattern, then sing or play the phrase.",
          "hint": "Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.",
          "demonstration": [
            "Read → sing or play",
            "Pip follows note names on a treble staff, notices the direction, and tries the phrase."
          ],
          "workspace": "compose",
          "notes": [
            3,
            4,
            5,
            3
          ],
          "type": "work",
          "variantKey": "g4:music:melody-6",
          "completionId": "55-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.melody-7.v1",
          "prompt": "Read the staff pattern, then sing or play the phrase.",
          "hint": "Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.",
          "demonstration": [
            "Read → sing or play",
            "Pip follows note names on a treble staff, notices the direction, and tries the phrase."
          ],
          "workspace": "compose",
          "notes": [
            2,
            1,
            0,
            2
          ],
          "type": "work",
          "variantKey": "g4:music:melody-7",
          "completionId": "64-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.melody-8.v1",
          "prompt": "Read the staff pattern, then sing or play the phrase.",
          "hint": "Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.",
          "demonstration": [
            "Read → sing or play",
            "Pip follows note names on a treble staff, notices the direction, and tries the phrase."
          ],
          "workspace": "compose",
          "notes": [
            4,
            6,
            5,
            4
          ],
          "type": "work",
          "variantKey": "g4:music:melody-8",
          "completionId": "73-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.melody-9.v1",
          "prompt": "Read the staff pattern, then sing or play the phrase.",
          "hint": "Use note names as support. Notice whether notes step, skip, or repeat. A grown-up can observe your performance; tapping notes is participation, not an automatic reading grade.",
          "demonstration": [
            "Read → sing or play",
            "Pip follows note names on a treble staff, notices the direction, and tries the phrase."
          ],
          "workspace": "compose",
          "notes": [
            0,
            4,
            2,
            0
          ],
          "type": "work",
          "variantKey": "g4:music:melody-9",
          "completionId": "82-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Create and represent rhythmic, melodic and harmonic ideas",
      "standard": "4-5.MU:GM.1.1–2",
      "demo": [
        "Idea → pattern → record",
        "Pip creates a short phrase and records its notes or symbols so it can be tried again."
      ],
      "prerequisites": [],
      "id": "g4.music.compose",
      "grade": 4,
      "subject": "g4-music",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf",
      "standardVersion": "Idaho General Music 4–5 · April 29, 2024",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.music.compose-0.v1",
          "prompt": "Create a question and an answer.",
          "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:compose-0",
          "completionId": "2-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.compose-1.v1",
          "prompt": "Create a phrase that climbs and returns.",
          "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:compose-1",
          "completionId": "11-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.compose-2.v1",
          "prompt": "Create an A section and a contrasting B section.",
          "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:compose-2",
          "completionId": "20-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.compose-3.v1",
          "prompt": "Create a repeated beginning with a new ending.",
          "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:compose-3",
          "completionId": "29-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.compose-4.v1",
          "prompt": "Create a tune for an imaginary sunrise.",
          "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:compose-4",
          "completionId": "38-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.compose-5.v1",
          "prompt": "Create a gentle tune for a small boat.",
          "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:compose-5",
          "completionId": "47-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.compose-6.v1",
          "prompt": "Create a phrase with two quiet beats.",
          "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:compose-6",
          "completionId": "56-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.compose-7.v1",
          "prompt": "Create a melody using only three chosen notes.",
          "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:compose-7",
          "completionId": "65-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.compose-8.v1",
          "prompt": "Create a pattern that starts with silence.",
          "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:compose-8",
          "completionId": "74-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.compose-9.v1",
          "prompt": "Create a phrase with a surprising leap.",
          "hint": "Choose notes and rests here, or use your voice or a safe instrument. Record your idea with notation or symbols on paper. Make contrasting sections and explain how rhythm and melody support your intention.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:compose-9",
          "completionId": "83-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.harmony-0.v1",
          "prompt": "Explore harmony: a held note beneath a changing melody.",
          "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "type": "work",
          "variantKey": "g4:music:harmony-0",
          "completionId": "90-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.harmony-1.v1",
          "prompt": "Explore harmony: two notes sounding together compared with one note alone.",
          "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "type": "work",
          "variantKey": "g4:music:harmony-1",
          "completionId": "91-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.harmony-2.v1",
          "prompt": "Explore harmony: a repeating accompaniment beneath a short tune.",
          "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "type": "work",
          "variantKey": "g4:music:harmony-2",
          "completionId": "92-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.harmony-3.v1",
          "prompt": "Explore harmony: two possible accompaniments for the same melody.",
          "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "type": "work",
          "variantKey": "g4:music:harmony-3",
          "completionId": "93-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.harmony-4.v1",
          "prompt": "Explore harmony: a chord heard before and after a melody.",
          "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "type": "work",
          "variantKey": "g4:music:harmony-4",
          "completionId": "94-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.harmony-5.v1",
          "prompt": "Explore harmony: a quiet accompaniment that leaves room for the main tune.",
          "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "type": "work",
          "variantKey": "g4:music:harmony-5",
          "completionId": "95-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.harmony-6.v1",
          "prompt": "Explore harmony: an ending that sounds settled to you.",
          "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "type": "work",
          "variantKey": "g4:music:harmony-6",
          "completionId": "96-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.harmony-7.v1",
          "prompt": "Explore harmony: a change of harmony under a repeated melody.",
          "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "type": "work",
          "variantKey": "g4:music:harmony-7",
          "completionId": "97-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.harmony-8.v1",
          "prompt": "Explore harmony: a partner singing a held note while another sings a phrase.",
          "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "type": "work",
          "variantKey": "g4:music:harmony-8",
          "completionId": "98-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.harmony-9.v1",
          "prompt": "Explore harmony: a simple harmonic pattern represented with symbols.",
          "hint": "With a grown-up, use a safe real instrument, suitable recording, or comfortable singing. The on-screen keyboard plays a single melodic line; use an external instrument or partners for simultaneous sounds. Represent the parts on paper, compare versions, and explain a preference.",
          "demonstration": [
            "Idea → pattern → record",
            "Pip creates a short phrase and records its notes or symbols so it can be tried again."
          ],
          "type": "work",
          "variantKey": "g4:music:harmony-9",
          "completionId": "99-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Improvise a musical response",
      "standard": "4-5.MU:GM.1.3",
      "demo": [
        "Listen → respond",
        "Pip answers a short phrase with a new idea, keeping a comfortable beat."
      ],
      "prerequisites": [],
      "id": "g4.music.improvise",
      "grade": 4,
      "subject": "g4-music",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf",
      "standardVersion": "Idaho General Music 4–5 · April 29, 2024",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.music.improvise-0.v1",
          "prompt": "Hear Pip’s phrase and invent a different musical answer.",
          "hint": "Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.",
          "demonstration": [
            "Listen → respond",
            "Pip answers a short phrase with a new idea, keeping a comfortable beat."
          ],
          "workspace": "compose",
          "notes": [
            0,
            1,
            2,
            0
          ],
          "type": "work",
          "variantKey": "g4:music:improvise-0",
          "completionId": "3-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.improvise-1.v1",
          "prompt": "Hear Pip’s phrase and invent a different musical answer.",
          "hint": "Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.",
          "demonstration": [
            "Listen → respond",
            "Pip answers a short phrase with a new idea, keeping a comfortable beat."
          ],
          "workspace": "compose",
          "notes": [
            2,
            3,
            4,
            2
          ],
          "type": "work",
          "variantKey": "g4:music:improvise-1",
          "completionId": "12-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.improvise-2.v1",
          "prompt": "Hear Pip’s phrase and invent a different musical answer.",
          "hint": "Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.",
          "demonstration": [
            "Listen → respond",
            "Pip answers a short phrase with a new idea, keeping a comfortable beat."
          ],
          "workspace": "compose",
          "notes": [
            4,
            3,
            2,
            1
          ],
          "type": "work",
          "variantKey": "g4:music:improvise-2",
          "completionId": "21-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.improvise-3.v1",
          "prompt": "Hear Pip’s phrase and invent a different musical answer.",
          "hint": "Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.",
          "demonstration": [
            "Listen → respond",
            "Pip answers a short phrase with a new idea, keeping a comfortable beat."
          ],
          "workspace": "compose",
          "notes": [
            0,
            2,
            4,
            0
          ],
          "type": "work",
          "variantKey": "g4:music:improvise-3",
          "completionId": "30-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.improvise-4.v1",
          "prompt": "Hear Pip’s phrase and invent a different musical answer.",
          "hint": "Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.",
          "demonstration": [
            "Listen → respond",
            "Pip answers a short phrase with a new idea, keeping a comfortable beat."
          ],
          "workspace": "compose",
          "notes": [
            6,
            5,
            4,
            3
          ],
          "type": "work",
          "variantKey": "g4:music:improvise-4",
          "completionId": "39-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.improvise-5.v1",
          "prompt": "Hear Pip’s phrase and invent a different musical answer.",
          "hint": "Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.",
          "demonstration": [
            "Listen → respond",
            "Pip answers a short phrase with a new idea, keeping a comfortable beat."
          ],
          "workspace": "compose",
          "notes": [
            1,
            3,
            2,
            0
          ],
          "type": "work",
          "variantKey": "g4:music:improvise-5",
          "completionId": "48-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.improvise-6.v1",
          "prompt": "Hear Pip’s phrase and invent a different musical answer.",
          "hint": "Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.",
          "demonstration": [
            "Listen → respond",
            "Pip answers a short phrase with a new idea, keeping a comfortable beat."
          ],
          "workspace": "compose",
          "notes": [
            3,
            4,
            5,
            3
          ],
          "type": "work",
          "variantKey": "g4:music:improvise-6",
          "completionId": "57-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.improvise-7.v1",
          "prompt": "Hear Pip’s phrase and invent a different musical answer.",
          "hint": "Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.",
          "demonstration": [
            "Listen → respond",
            "Pip answers a short phrase with a new idea, keeping a comfortable beat."
          ],
          "workspace": "compose",
          "notes": [
            2,
            1,
            0,
            2
          ],
          "type": "work",
          "variantKey": "g4:music:improvise-7",
          "completionId": "66-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.improvise-8.v1",
          "prompt": "Hear Pip’s phrase and invent a different musical answer.",
          "hint": "Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.",
          "demonstration": [
            "Listen → respond",
            "Pip answers a short phrase with a new idea, keeping a comfortable beat."
          ],
          "workspace": "compose",
          "notes": [
            4,
            6,
            5,
            4
          ],
          "type": "work",
          "variantKey": "g4:music:improvise-8",
          "completionId": "75-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.improvise-9.v1",
          "prompt": "Hear Pip’s phrase and invent a different musical answer.",
          "hint": "Keep one feature, such as the length or rhythm, and change another. Try more than one response and tell a grown-up which you prefer and why.",
          "demonstration": [
            "Listen → respond",
            "Pip answers a short phrase with a new idea, keeping a comfortable beat."
          ],
          "workspace": "compose",
          "notes": [
            0,
            4,
            2,
            0
          ],
          "type": "work",
          "variantKey": "g4:music:improvise-9",
          "completionId": "84-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Use feedback to refine music",
      "standard": "4-5.MU:GM.2.1",
      "demo": [
        "Play → ask → change",
        "Pip asks what a listener noticed, changes one musical idea, and compares the versions."
      ],
      "prerequisites": [
        "g4.music.compose"
      ],
      "id": "g4.music.revise",
      "grade": 4,
      "subject": "g4-music",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf",
      "standardVersion": "Idaho General Music 4–5 · April 29, 2024",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.music.revise-0.v1",
          "prompt": "Music workshop: change the ending.",
          "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.",
          "demonstration": [
            "Play → ask → change",
            "Pip asks what a listener noticed, changes one musical idea, and compares the versions."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:revise-0",
          "completionId": "4-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.revise-1.v1",
          "prompt": "Music workshop: add a quiet beat.",
          "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.",
          "demonstration": [
            "Play → ask → change",
            "Pip asks what a listener noticed, changes one musical idea, and compares the versions."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:revise-1",
          "completionId": "13-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.revise-2.v1",
          "prompt": "Music workshop: simplify a crowded phrase.",
          "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.",
          "demonstration": [
            "Play → ask → change",
            "Pip asks what a listener noticed, changes one musical idea, and compares the versions."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:revise-2",
          "completionId": "22-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.revise-3.v1",
          "prompt": "Music workshop: make two sections contrast.",
          "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.",
          "demonstration": [
            "Play → ask → change",
            "Pip asks what a listener noticed, changes one musical idea, and compares the versions."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:revise-3",
          "completionId": "31-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.revise-4.v1",
          "prompt": "Music workshop: repeat a memorable idea.",
          "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.",
          "demonstration": [
            "Play → ask → change",
            "Pip asks what a listener noticed, changes one musical idea, and compares the versions."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:revise-4",
          "completionId": "40-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.revise-5.v1",
          "prompt": "Music workshop: change one leap to steps.",
          "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.",
          "demonstration": [
            "Play → ask → change",
            "Pip asks what a listener noticed, changes one musical idea, and compares the versions."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:revise-5",
          "completionId": "49-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.revise-6.v1",
          "prompt": "Music workshop: make a clearer beginning.",
          "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.",
          "demonstration": [
            "Play → ask → change",
            "Pip asks what a listener noticed, changes one musical idea, and compares the versions."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:revise-6",
          "completionId": "58-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.revise-7.v1",
          "prompt": "Music workshop: change the phrase length.",
          "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.",
          "demonstration": [
            "Play → ask → change",
            "Pip asks what a listener noticed, changes one musical idea, and compares the versions."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:revise-7",
          "completionId": "67-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.revise-8.v1",
          "prompt": "Music workshop: use a listener’s question.",
          "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.",
          "demonstration": [
            "Play → ask → change",
            "Pip asks what a listener noticed, changes one musical idea, and compares the versions."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:revise-8",
          "completionId": "76-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.revise-9.v1",
          "prompt": "Music workshop: compare two versions.",
          "hint": "Create or revisit a short tune. Ask a listener for feedback, identify the feedback you used, compare two versions, and justify why the revision better fits your musical intention.",
          "demonstration": [
            "Play → ask → change",
            "Pip asks what a listener noticed, changes one musical idea, and compares the versions."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:revise-9",
          "completionId": "85-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Perform with an expressive intention",
      "standard": "4-5.MU:GM.3.1–2",
      "demo": [
        "Choose a mood → perform",
        "Pip chooses a musical mood and explains how pace, silence, or loudness supports it."
      ],
      "prerequisites": [],
      "id": "g4.music.perform",
      "grade": 4,
      "subject": "g4-music",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf",
      "standardVersion": "Idaho General Music 4–5 · April 29, 2024",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.music.perform-0.v1",
          "prompt": "Perform a short musical idea that suggests calm.",
          "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.",
          "demonstration": [
            "Choose a mood → perform",
            "Pip chooses a musical mood and explains how pace, silence, or loudness supports it."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:perform-0",
          "completionId": "5-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.perform-1.v1",
          "prompt": "Perform a short musical idea that suggests curious.",
          "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.",
          "demonstration": [
            "Choose a mood → perform",
            "Pip chooses a musical mood and explains how pace, silence, or loudness supports it."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:perform-1",
          "completionId": "14-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.perform-2.v1",
          "prompt": "Perform a short musical idea that suggests playful.",
          "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.",
          "demonstration": [
            "Choose a mood → perform",
            "Pip chooses a musical mood and explains how pace, silence, or loudness supports it."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:perform-2",
          "completionId": "23-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.perform-3.v1",
          "prompt": "Perform a short musical idea that suggests determined.",
          "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.",
          "demonstration": [
            "Choose a mood → perform",
            "Pip chooses a musical mood and explains how pace, silence, or loudness supports it."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:perform-3",
          "completionId": "32-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.perform-4.v1",
          "prompt": "Perform a short musical idea that suggests sleepy.",
          "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.",
          "demonstration": [
            "Choose a mood → perform",
            "Pip chooses a musical mood and explains how pace, silence, or loudness supports it."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:perform-4",
          "completionId": "41-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.perform-5.v1",
          "prompt": "Perform a short musical idea that suggests surprised.",
          "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.",
          "demonstration": [
            "Choose a mood → perform",
            "Pip chooses a musical mood and explains how pace, silence, or loudness supports it."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:perform-5",
          "completionId": "50-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.perform-6.v1",
          "prompt": "Perform a short musical idea that suggests hopeful.",
          "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.",
          "demonstration": [
            "Choose a mood → perform",
            "Pip chooses a musical mood and explains how pace, silence, or loudness supports it."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:perform-6",
          "completionId": "59-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.perform-7.v1",
          "prompt": "Perform a short musical idea that suggests mysterious.",
          "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.",
          "demonstration": [
            "Choose a mood → perform",
            "Pip chooses a musical mood and explains how pace, silence, or loudness supports it."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:perform-7",
          "completionId": "68-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.perform-8.v1",
          "prompt": "Perform a short musical idea that suggests welcoming.",
          "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.",
          "demonstration": [
            "Choose a mood → perform",
            "Pip chooses a musical mood and explains how pace, silence, or loudness supports it."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:perform-8",
          "completionId": "77-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.perform-9.v1",
          "prompt": "Perform a short musical idea that suggests celebratory.",
          "hint": "Use your voice, movement, or a safe instrument; the keyboard is optional. Choose a comfortable volume. Explain how your phrasing, tempo, or silence supports the mood.",
          "demonstration": [
            "Choose a mood → perform",
            "Pip chooses a musical mood and explains how pace, silence, or loudness supports it."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:perform-9",
          "completionId": "86-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Describe musical preferences and audience choices",
      "standard": "4-5.MU:GM.4.1–2",
      "demo": [
        "Notice → describe → respect",
        "Pip names a musical detail behind a preference and asks how to be a considerate audience."
      ],
      "prerequisites": [],
      "id": "g4.music.respond",
      "grade": 4,
      "subject": "g4-music",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf",
      "standardVersion": "Idaho General Music 4–5 · April 29, 2024",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.music.listen-0.v1",
          "prompt": "Listen with a grown-up and discuss a repeated phrase.",
          "hint": "Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.",
          "demonstration": [
            "Notice → describe → respect",
            "Pip names a musical detail behind a preference and asks how to be a considerate audience."
          ],
          "type": "work",
          "variantKey": "g4:music:listen-0",
          "completionId": "6-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.listen-1.v1",
          "prompt": "Listen with a grown-up and discuss a change in tempo.",
          "hint": "Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.",
          "demonstration": [
            "Notice → describe → respect",
            "Pip names a musical detail behind a preference and asks how to be a considerate audience."
          ],
          "type": "work",
          "variantKey": "g4:music:listen-1",
          "completionId": "15-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.listen-2.v1",
          "prompt": "Listen with a grown-up and discuss a quiet section.",
          "hint": "Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.",
          "demonstration": [
            "Notice → describe → respect",
            "Pip names a musical detail behind a preference and asks how to be a considerate audience."
          ],
          "type": "work",
          "variantKey": "g4:music:listen-2",
          "completionId": "24-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.listen-3.v1",
          "prompt": "Listen with a grown-up and discuss a contrast between instruments.",
          "hint": "Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.",
          "demonstration": [
            "Notice → describe → respect",
            "Pip names a musical detail behind a preference and asks how to be a considerate audience."
          ],
          "type": "work",
          "variantKey": "g4:music:listen-3",
          "completionId": "33-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.listen-4.v1",
          "prompt": "Listen with a grown-up and discuss a steady beat.",
          "hint": "Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.",
          "demonstration": [
            "Notice → describe → respect",
            "Pip names a musical detail behind a preference and asks how to be a considerate audience."
          ],
          "type": "work",
          "variantKey": "g4:music:listen-4",
          "completionId": "42-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.listen-5.v1",
          "prompt": "Listen with a grown-up and discuss a pause before an ending.",
          "hint": "Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.",
          "demonstration": [
            "Notice → describe → respect",
            "Pip names a musical detail behind a preference and asks how to be a considerate audience."
          ],
          "type": "work",
          "variantKey": "g4:music:listen-5",
          "completionId": "51-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.listen-6.v1",
          "prompt": "Listen with a grown-up and discuss a rising melody.",
          "hint": "Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.",
          "demonstration": [
            "Notice → describe → respect",
            "Pip names a musical detail behind a preference and asks how to be a considerate audience."
          ],
          "type": "work",
          "variantKey": "g4:music:listen-6",
          "completionId": "60-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.listen-7.v1",
          "prompt": "Listen with a grown-up and discuss a change in loudness.",
          "hint": "Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.",
          "demonstration": [
            "Notice → describe → respect",
            "Pip names a musical detail behind a preference and asks how to be a considerate audience."
          ],
          "type": "work",
          "variantKey": "g4:music:listen-7",
          "completionId": "69-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.listen-8.v1",
          "prompt": "Listen with a grown-up and discuss a call and response.",
          "hint": "Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.",
          "demonstration": [
            "Notice → describe → respect",
            "Pip names a musical detail behind a preference and asks how to be a considerate audience."
          ],
          "type": "work",
          "variantKey": "g4:music:listen-8",
          "completionId": "78-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.listen-9.v1",
          "prompt": "Listen with a grown-up and discuss an audience’s respectful behavior.",
          "hint": "Choose music together. Agree on two criteria, such as a clear beat and an expressive contrast. Evaluate specific moments using those criteria. Different preferences are welcome, and audience customs depend on the setting.",
          "demonstration": [
            "Notice → describe → respect",
            "Pip names a musical detail behind a preference and asks how to be a considerate audience."
          ],
          "type": "work",
          "variantKey": "g4:music:listen-9",
          "completionId": "87-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Discuss music in historical or cultural context",
      "standard": "4-5.MU:GM.5.1",
      "demo": [
        "Who, where, why",
        "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose."
      ],
      "prerequisites": [],
      "id": "g4.music.context",
      "grade": 4,
      "subject": "g4-music",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf",
      "standardVersion": "Idaho General Music 4–5 · April 29, 2024",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.music.context-0.v1",
          "prompt": "Compare two musical examples connected with a community celebration.",
          "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.",
          "demonstration": [
            "Who, where, why",
            "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose."
          ],
          "type": "work",
          "variantKey": "g4:music:context-0",
          "completionId": "7-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.context-1.v1",
          "prompt": "Compare two musical examples connected with a lullaby.",
          "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.",
          "demonstration": [
            "Who, where, why",
            "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose."
          ],
          "type": "work",
          "variantKey": "g4:music:context-1",
          "completionId": "16-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.context-2.v1",
          "prompt": "Compare two musical examples connected with a marching event.",
          "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.",
          "demonstration": [
            "Who, where, why",
            "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose."
          ],
          "type": "work",
          "variantKey": "g4:music:context-2",
          "completionId": "25-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.context-3.v1",
          "prompt": "Compare two musical examples connected with a stage production.",
          "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.",
          "demonstration": [
            "Who, where, why",
            "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose."
          ],
          "type": "work",
          "variantKey": "g4:music:context-3",
          "completionId": "34-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.context-4.v1",
          "prompt": "Compare two musical examples connected with a film scene.",
          "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.",
          "demonstration": [
            "Who, where, why",
            "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose."
          ],
          "type": "work",
          "variantKey": "g4:music:context-4",
          "completionId": "43-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.context-5.v1",
          "prompt": "Compare two musical examples connected with a dance.",
          "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.",
          "demonstration": [
            "Who, where, why",
            "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose."
          ],
          "type": "work",
          "variantKey": "g4:music:context-5",
          "completionId": "52-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.context-6.v1",
          "prompt": "Compare two musical examples connected with a work-song tradition.",
          "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.",
          "demonstration": [
            "Who, where, why",
            "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose."
          ],
          "type": "work",
          "variantKey": "g4:music:context-6",
          "completionId": "61-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.context-7.v1",
          "prompt": "Compare two musical examples connected with a historical recording.",
          "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.",
          "demonstration": [
            "Who, where, why",
            "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose."
          ],
          "type": "work",
          "variantKey": "g4:music:context-7",
          "completionId": "70-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.context-8.v1",
          "prompt": "Compare two musical examples connected with a contemporary local musician.",
          "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.",
          "demonstration": [
            "Who, where, why",
            "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose."
          ],
          "type": "work",
          "variantKey": "g4:music:context-8",
          "completionId": "79-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.context-9.v1",
          "prompt": "Compare two musical examples connected with a musical tradition unfamiliar to you.",
          "hint": "A grown-up chooses a suitable recording and reliable background information. Choose examples from different periods or communities; name creators, purposes, and sources. Compare musical features and context without treating one example as a whole culture.",
          "demonstration": [
            "Who, where, why",
            "Pip listens to a grown-up-selected example and learns who made it, when, and for what purpose."
          ],
          "type": "work",
          "variantKey": "g4:music:context-9",
          "completionId": "88-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Connect music with other arts and ideas",
      "standard": "4-5.MU:GM.5.2",
      "demo": [
        "Sound + another idea",
        "Pip connects a musical pattern to a story or image and explains the link."
      ],
      "prerequisites": [],
      "id": "g4.music.connect",
      "grade": 4,
      "subject": "g4-music",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf",
      "standardVersion": "Idaho General Music 4–5 · April 29, 2024",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.music.connect-0.v1",
          "prompt": "Connect a musical idea with a poem’s line breaks.",
          "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.",
          "demonstration": [
            "Sound + another idea",
            "Pip connects a musical pattern to a story or image and explains the link."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:connect-0",
          "completionId": "8-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.connect-1.v1",
          "prompt": "Connect a musical idea with a painting’s repeated shapes.",
          "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.",
          "demonstration": [
            "Sound + another idea",
            "Pip connects a musical pattern to a story or image and explains the link."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:connect-1",
          "completionId": "17-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.connect-2.v1",
          "prompt": "Connect a musical idea with a story character’s changing mood.",
          "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.",
          "demonstration": [
            "Sound + another idea",
            "Pip connects a musical pattern to a story or image and explains the link."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:connect-2",
          "completionId": "26-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.connect-3.v1",
          "prompt": "Connect a musical idea with a pattern of fractions.",
          "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.",
          "demonstration": [
            "Sound + another idea",
            "Pip connects a musical pattern to a story or image and explains the link."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:connect-3",
          "completionId": "35-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.connect-4.v1",
          "prompt": "Connect a musical idea with a scene in a play.",
          "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.",
          "demonstration": [
            "Sound + another idea",
            "Pip connects a musical pattern to a story or image and explains the link."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:connect-4",
          "completionId": "44-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.connect-5.v1",
          "prompt": "Connect a musical idea with a sequence of weather observations.",
          "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.",
          "demonstration": [
            "Sound + another idea",
            "Pip connects a musical pattern to a story or image and explains the link."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:connect-5",
          "completionId": "53-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.connect-6.v1",
          "prompt": "Connect a musical idea with a movement pattern.",
          "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.",
          "demonstration": [
            "Sound + another idea",
            "Pip connects a musical pattern to a story or image and explains the link."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:connect-6",
          "completionId": "62-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.connect-7.v1",
          "prompt": "Connect a musical idea with a community event.",
          "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.",
          "demonstration": [
            "Sound + another idea",
            "Pip connects a musical pattern to a story or image and explains the link."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:connect-7",
          "completionId": "71-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.connect-8.v1",
          "prompt": "Connect a musical idea with a contrast between two colors.",
          "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.",
          "demonstration": [
            "Sound + another idea",
            "Pip connects a musical pattern to a story or image and explains the link."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:connect-8",
          "completionId": "80-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.music.connect-9.v1",
          "prompt": "Connect a musical idea with an imagined journey.",
          "hint": "Make or describe a short phrase. Explain how a feature of the music relates to the other idea; more than one interpretation can work.",
          "demonstration": [
            "Sound + another idea",
            "Pip connects a musical pattern to a story or image and explains the link."
          ],
          "workspace": "compose",
          "type": "work",
          "variantKey": "g4:music:connect-9",
          "completionId": "89-88",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Brainstorm multiple artistic approaches",
      "standard": "3-5.VA.1.1",
      "demo": [
        "Two ideas before choosing",
        "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
      ],
      "prerequisites": [],
      "id": "g4.art.plan",
      "grade": 4,
      "subject": "g4-art",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf",
      "standardVersion": "Idaho Visual Arts 3–5 · April 29, 2024",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.art.plan-0.v1",
          "prompt": "Plan an artwork communicating a welcoming place to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-0",
          "completionId": "0-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-1.v1",
          "prompt": "Plan an artwork communicating a surprising journey to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-1",
          "completionId": "6-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-2.v1",
          "prompt": "Plan an artwork communicating a peaceful garden to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-2",
          "completionId": "12-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-3.v1",
          "prompt": "Plan an artwork communicating an imaginary machine to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-3",
          "completionId": "18-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-4.v1",
          "prompt": "Plan an artwork communicating a character showing courage to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-4",
          "completionId": "24-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-5.v1",
          "prompt": "Plan an artwork communicating a community working together to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-5",
          "completionId": "30-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-6.v1",
          "prompt": "Plan an artwork communicating a tiny world to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-6",
          "completionId": "36-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-7.v1",
          "prompt": "Plan an artwork communicating a windy day to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-7",
          "completionId": "42-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-8.v1",
          "prompt": "Plan an artwork communicating a playful animal to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-8",
          "completionId": "48-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-9.v1",
          "prompt": "Plan an artwork communicating a useful invention to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-9",
          "completionId": "54-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-10.v1",
          "prompt": "Plan an artwork communicating a nighttime scene to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-10",
          "completionId": "60-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-11.v1",
          "prompt": "Plan an artwork communicating a changing season to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-11",
          "completionId": "65-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-12.v1",
          "prompt": "Plan an artwork communicating a friendly meeting place to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-12",
          "completionId": "70-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-13.v1",
          "prompt": "Plan an artwork communicating a mysterious doorway to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-13",
          "completionId": "75-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-14.v1",
          "prompt": "Plan an artwork communicating a place seen from above to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-14",
          "completionId": "80-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-15.v1",
          "prompt": "Plan an artwork communicating a celebration of reading to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-15",
          "completionId": "85-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-16.v1",
          "prompt": "Plan an artwork communicating a repeating natural pattern to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-16",
          "completionId": "88-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-17.v1",
          "prompt": "Plan an artwork communicating a memory from a fictional character to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-17",
          "completionId": "91-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-18.v1",
          "prompt": "Plan an artwork communicating a bridge between places to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-18",
          "completionId": "94-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.plan-19.v1",
          "prompt": "Plan an artwork communicating an object with a new purpose to a chosen audience.",
          "hint": "Make two thumbnail sketches that change viewpoint, materials, or arrangement. Choose an audience and explain which plan communicates your intention more clearly.",
          "demonstration": [
            "Two ideas before choosing",
            "Pip sketches two different ways to communicate an idea, then chooses one and explains why."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:plan-19",
          "completionId": "97-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Explore artistic processes and materials",
      "standard": "3-5.VA.2.1",
      "demo": [
        "Try → notice → choose",
        "Pip compares two safe processes and chooses one that suits the idea."
      ],
      "prerequisites": [],
      "id": "g4.art.make",
      "grade": 4,
      "subject": "g4-art",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf",
      "standardVersion": "Idaho Visual Arts 3–5 · April 29, 2024",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.art.make-0.v1",
          "prompt": "Create an intentional study using layered paper shapes.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-0",
          "completionId": "1-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-1.v1",
          "prompt": "Create an intentional study using pencil shading.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-1",
          "completionId": "7-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-2.v1",
          "prompt": "Create an intentional study using contrasting colors.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-2",
          "completionId": "13-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-3.v1",
          "prompt": "Create an intentional study using repeated line patterns.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-3",
          "completionId": "19-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-4.v1",
          "prompt": "Create an intentional study using a collage of safe reused paper.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-4",
          "completionId": "25-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-5.v1",
          "prompt": "Create an intentional study using overlapping shapes.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-5",
          "completionId": "31-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-6.v1",
          "prompt": "Create an intentional study using a drawn texture.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-6",
          "completionId": "37-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-7.v1",
          "prompt": "Create an intentional study using a limited color palette.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-7",
          "completionId": "43-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-8.v1",
          "prompt": "Create an intentional study using a simple paper sculpture.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-8",
          "completionId": "49-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-9.v1",
          "prompt": "Create an intentional study using a wide and narrow brush line.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-9",
          "completionId": "55-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-10.v1",
          "prompt": "Create an intentional study using an arrangement of found safe objects.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-10",
          "completionId": "61-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-11.v1",
          "prompt": "Create an intentional study using a watercolor wash with adult help.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-11",
          "completionId": "66-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-12.v1",
          "prompt": "Create an intentional study using a chalk drawing on paper.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-12",
          "completionId": "71-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-13.v1",
          "prompt": "Create an intentional study using a printed pattern from a safe object.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-13",
          "completionId": "76-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-14.v1",
          "prompt": "Create an intentional study using a folded paper form.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-14",
          "completionId": "81-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-15.v1",
          "prompt": "Create an intentional study using positive and negative spaces.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-15",
          "completionId": "86-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-16.v1",
          "prompt": "Create an intentional study using a drawing from observation.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-16",
          "completionId": "89-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-17.v1",
          "prompt": "Create an intentional study using a scene with foreground and background.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-17",
          "completionId": "92-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-18.v1",
          "prompt": "Create an intentional study using a geometric design.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-18",
          "completionId": "95-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.make-19.v1",
          "prompt": "Create an intentional study using a combination of drawing and collage.",
          "hint": "Choose safe materials with a grown-up or use the drawing space. Experiment with two approaches before choosing one. Connect a material choice to your intended meaning and write or say a short artist statement.",
          "demonstration": [
            "Try → notice → choose",
            "Pip compares two safe processes and chooses one that suits the idea."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:make-19",
          "completionId": "98-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Analyze imagery, messages and mood",
      "standard": "3-5.VA.4.1",
      "demo": [
        "Notice → interpret → evidence",
        "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
      ],
      "prerequisites": [],
      "id": "g4.art.observe",
      "grade": 4,
      "subject": "g4-art",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf",
      "standardVersion": "Idaho Visual Arts 3–5 · April 29, 2024",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.art.observe-0.v1",
          "prompt": "Analyze Pip’s abstract study. Which shapes first catch your eye?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-0",
          "completionId": "2-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-1.v1",
          "prompt": "Analyze Pip’s abstract study. What mood might the colors suggest?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-1",
          "completionId": "8-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-2.v1",
          "prompt": "Analyze Pip’s abstract study. How does the curved line guide your eye?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-2",
          "completionId": "14-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-3.v1",
          "prompt": "Analyze Pip’s abstract study. Where do you notice contrast?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-3",
          "completionId": "20-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-4.v1",
          "prompt": "Analyze Pip’s abstract study. How does overlap suggest space?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-4",
          "completionId": "26-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-5.v1",
          "prompt": "Analyze Pip’s abstract study. What do repeated dots add?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-5",
          "completionId": "32-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-6.v1",
          "prompt": "Analyze Pip’s abstract study. Which part seems most active?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-6",
          "completionId": "38-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-7.v1",
          "prompt": "Analyze Pip’s abstract study. How might changing one color affect the mood?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-7",
          "completionId": "44-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-8.v1",
          "prompt": "Analyze Pip’s abstract study. What title fits, and what detail supports it?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-8",
          "completionId": "50-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-9.v1",
          "prompt": "Analyze Pip’s abstract study. What is one different interpretation?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-9",
          "completionId": "56-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-10.v1",
          "prompt": "Analyze Pip’s abstract study. Where is there visual balance or imbalance?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-10",
          "completionId": "62-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-11.v1",
          "prompt": "Analyze Pip’s abstract study. How does empty space matter?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-11",
          "completionId": "67-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-12.v1",
          "prompt": "Analyze Pip’s abstract study. Which marks seem connected?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-12",
          "completionId": "72-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-13.v1",
          "prompt": "Analyze Pip’s abstract study. What might a viewer notice second?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-13",
          "completionId": "77-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-14.v1",
          "prompt": "Analyze Pip’s abstract study. How does a large shape differ from a small one?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-14",
          "completionId": "82-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-15.v1",
          "prompt": "Analyze Pip’s abstract study. What movement do the lines suggest?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-15",
          "completionId": "87-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-16.v1",
          "prompt": "Analyze Pip’s abstract study. Which choice might communicate energy?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-16",
          "completionId": "90-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-17.v1",
          "prompt": "Analyze Pip’s abstract study. How would rotating the image change it?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-17",
          "completionId": "93-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-18.v1",
          "prompt": "Analyze Pip’s abstract study. What visual evidence supports a calm or busy mood?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-18",
          "completionId": "96-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.observe-19.v1",
          "prompt": "Analyze Pip’s abstract study. Which detail would you keep in a new version?",
          "hint": "Use two visible details as evidence for your interpretation. Compare with a grown-up’s interpretation and discuss why viewers can notice different things. There is no single correct artistic response.",
          "demonstration": [
            "Notice → interpret → evidence",
            "Pip describes a visible line or color before suggesting a mood, then asks what supports another interpretation."
          ],
          "type": "work",
          "variantKey": "g4:art:observe-19",
          "completionId": "99-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Refine art using constructive feedback",
      "standard": "3-5.VA.2.2",
      "demo": [
        "Ask → consider → revise",
        "Pip listens to feedback, chooses a useful change, and explains what the change communicates."
      ],
      "prerequisites": [
        "g4.art.make"
      ],
      "id": "g4.art.revise",
      "grade": 4,
      "subject": "g4-art",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf",
      "standardVersion": "Idaho Visual Arts 3–5 · April 29, 2024",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.art.revise-0.v1",
          "prompt": "Art workshop: strengthen the focal point.",
          "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.",
          "demonstration": [
            "Ask → consider → revise",
            "Pip listens to feedback, chooses a useful change, and explains what the change communicates."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:revise-0",
          "completionId": "3-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.revise-1.v1",
          "prompt": "Art workshop: change the background contrast.",
          "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.",
          "demonstration": [
            "Ask → consider → revise",
            "Pip listens to feedback, chooses a useful change, and explains what the change communicates."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:revise-1",
          "completionId": "9-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.revise-2.v1",
          "prompt": "Art workshop: simplify a crowded area.",
          "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.",
          "demonstration": [
            "Ask → consider → revise",
            "Pip listens to feedback, chooses a useful change, and explains what the change communicates."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:revise-2",
          "completionId": "15-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.revise-3.v1",
          "prompt": "Art workshop: clarify a shape.",
          "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.",
          "demonstration": [
            "Ask → consider → revise",
            "Pip listens to feedback, chooses a useful change, and explains what the change communicates."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:revise-3",
          "completionId": "21-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.revise-4.v1",
          "prompt": "Art workshop: try another arrangement.",
          "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.",
          "demonstration": [
            "Ask → consider → revise",
            "Pip listens to feedback, chooses a useful change, and explains what the change communicates."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:revise-4",
          "completionId": "27-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.revise-5.v1",
          "prompt": "Art workshop: add a meaningful texture.",
          "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.",
          "demonstration": [
            "Ask → consider → revise",
            "Pip listens to feedback, chooses a useful change, and explains what the change communicates."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:revise-5",
          "completionId": "33-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.revise-6.v1",
          "prompt": "Art workshop: adjust empty space.",
          "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.",
          "demonstration": [
            "Ask → consider → revise",
            "Pip listens to feedback, chooses a useful change, and explains what the change communicates."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:revise-6",
          "completionId": "39-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.revise-7.v1",
          "prompt": "Art workshop: connect two separate areas.",
          "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.",
          "demonstration": [
            "Ask → consider → revise",
            "Pip listens to feedback, chooses a useful change, and explains what the change communicates."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:revise-7",
          "completionId": "45-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.revise-8.v1",
          "prompt": "Art workshop: test a different color palette.",
          "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.",
          "demonstration": [
            "Ask → consider → revise",
            "Pip listens to feedback, chooses a useful change, and explains what the change communicates."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:revise-8",
          "completionId": "51-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.revise-9.v1",
          "prompt": "Art workshop: revise a confusing symbol.",
          "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.",
          "demonstration": [
            "Ask → consider → revise",
            "Pip listens to feedback, chooses a useful change, and explains what the change communicates."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:revise-9",
          "completionId": "57-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.revise-10.v1",
          "prompt": "Art workshop: compare a light and dark version.",
          "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.",
          "demonstration": [
            "Ask → consider → revise",
            "Pip listens to feedback, chooses a useful change, and explains what the change communicates."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:revise-10",
          "completionId": "63-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.revise-11.v1",
          "prompt": "Art workshop: change the viewpoint.",
          "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.",
          "demonstration": [
            "Ask → consider → revise",
            "Pip listens to feedback, chooses a useful change, and explains what the change communicates."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:revise-11",
          "completionId": "68-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.revise-12.v1",
          "prompt": "Art workshop: make a repeated pattern more intentional.",
          "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.",
          "demonstration": [
            "Ask → consider → revise",
            "Pip listens to feedback, chooses a useful change, and explains what the change communicates."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:revise-12",
          "completionId": "73-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.revise-13.v1",
          "prompt": "Art workshop: respond to one viewer’s question.",
          "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.",
          "demonstration": [
            "Ask → consider → revise",
            "Pip listens to feedback, chooses a useful change, and explains what the change communicates."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:revise-13",
          "completionId": "78-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.revise-14.v1",
          "prompt": "Art workshop: choose between two possible endings for the image.",
          "hint": "Use your work or a new sketch. Ask for constructive feedback, set a goal for the revision, consider two possible changes, and explain which better supports your idea. Keep earlier work on your own paper if you want to compare.",
          "demonstration": [
            "Ask → consider → revise",
            "Pip listens to feedback, chooses a useful change, and explains what the change communicates."
          ],
          "workspace": "draw",
          "type": "work",
          "variantKey": "g4:art:revise-14",
          "completionId": "83-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Care for and present artwork",
      "standard": "3-5.VA.3.1",
      "demo": [
        "Protect → arrange → explain",
        "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it."
      ],
      "prerequisites": [],
      "id": "g4.art.present",
      "grade": 4,
      "subject": "g4-art",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf",
      "standardVersion": "Idaho Visual Arts 3–5 · April 29, 2024",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.art.present-0.v1",
          "prompt": "Prepare an exhibit: plan a safe place for a paper drawing.",
          "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.",
          "demonstration": [
            "Protect → arrange → explain",
            "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:art:present-0",
          "completionId": "4-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.present-1.v1",
          "prompt": "Prepare an exhibit: make a descriptive title card.",
          "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.",
          "demonstration": [
            "Protect → arrange → explain",
            "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:art:present-1",
          "completionId": "10-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.present-2.v1",
          "prompt": "Prepare an exhibit: arrange two works for comparison.",
          "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.",
          "demonstration": [
            "Protect → arrange → explain",
            "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:art:present-2",
          "completionId": "16-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.present-3.v1",
          "prompt": "Prepare an exhibit: practice careful handling of a paper sculpture.",
          "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.",
          "demonstration": [
            "Protect → arrange → explain",
            "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:art:present-3",
          "completionId": "22-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.present-4.v1",
          "prompt": "Prepare an exhibit: choose a background that helps viewers see the work.",
          "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.",
          "demonstration": [
            "Protect → arrange → explain",
            "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:art:present-4",
          "completionId": "28-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.present-5.v1",
          "prompt": "Prepare an exhibit: plan space for different viewers to approach.",
          "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.",
          "demonstration": [
            "Protect → arrange → explain",
            "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:art:present-5",
          "completionId": "34-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.present-6.v1",
          "prompt": "Prepare an exhibit: explain materials and process in a label.",
          "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.",
          "demonstration": [
            "Protect → arrange → explain",
            "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:art:present-6",
          "completionId": "40-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.present-7.v1",
          "prompt": "Prepare an exhibit: protect work while it dries.",
          "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.",
          "demonstration": [
            "Protect → arrange → explain",
            "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:art:present-7",
          "completionId": "46-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.present-8.v1",
          "prompt": "Prepare an exhibit: choose a sequence for three drawings.",
          "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.",
          "demonstration": [
            "Protect → arrange → explain",
            "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:art:present-8",
          "completionId": "52-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.present-9.v1",
          "prompt": "Prepare an exhibit: describe why you selected a piece to share.",
          "hint": "Use a pretend gallery or a grown-up-approved space. Consider care, readability, accessibility, and the message you want to share. Nothing is published here.",
          "demonstration": [
            "Protect → arrange → explain",
            "Pip chooses a safe way to handle and display artwork and considers how viewers will experience it."
          ],
          "workspace": "write",
          "type": "work",
          "variantKey": "g4:art:present-9",
          "completionId": "58-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    },
    {
      "name": "Explore how art informs or influences viewers",
      "standard": "3-5.VA.5.1",
      "demo": [
        "Message → audience → effect",
        "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message."
      ],
      "prerequisites": [],
      "id": "g4.art.context",
      "grade": 4,
      "subject": "g4-art",
      "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf",
      "standardVersion": "Idaho Visual Arts 3–5 · April 29, 2024",
      "coverage": "partial",
      "reviewStatus": "Needs educator review",
      "adult": true,
      "activities": [
        {
          "activityId": "g4.art.message-0.v1",
          "prompt": "Investigate the visual message in a library reading poster.",
          "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.",
          "demonstration": [
            "Message → audience → effect",
            "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message."
          ],
          "type": "work",
          "variantKey": "g4:art:message-0",
          "completionId": "5-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.message-1.v1",
          "prompt": "Investigate the visual message in a park sign.",
          "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.",
          "demonstration": [
            "Message → audience → effect",
            "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message."
          ],
          "type": "work",
          "variantKey": "g4:art:message-1",
          "completionId": "11-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.message-2.v1",
          "prompt": "Investigate the visual message in a public mural.",
          "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.",
          "demonstration": [
            "Message → audience → effect",
            "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message."
          ],
          "type": "work",
          "variantKey": "g4:art:message-2",
          "completionId": "17-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.message-3.v1",
          "prompt": "Investigate the visual message in a food package.",
          "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.",
          "demonstration": [
            "Message → audience → effect",
            "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message."
          ],
          "type": "work",
          "variantKey": "g4:art:message-3",
          "completionId": "23-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.message-4.v1",
          "prompt": "Investigate the visual message in a book cover.",
          "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.",
          "demonstration": [
            "Message → audience → effect",
            "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message."
          ],
          "type": "work",
          "variantKey": "g4:art:message-4",
          "completionId": "29-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.message-5.v1",
          "prompt": "Investigate the visual message in a museum label.",
          "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.",
          "demonstration": [
            "Message → audience → effect",
            "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message."
          ],
          "type": "work",
          "variantKey": "g4:art:message-5",
          "completionId": "35-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.message-6.v1",
          "prompt": "Investigate the visual message in a safety poster.",
          "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.",
          "demonstration": [
            "Message → audience → effect",
            "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message."
          ],
          "type": "work",
          "variantKey": "g4:art:message-6",
          "completionId": "41-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.message-7.v1",
          "prompt": "Investigate the visual message in an event invitation.",
          "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.",
          "demonstration": [
            "Message → audience → effect",
            "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message."
          ],
          "type": "work",
          "variantKey": "g4:art:message-7",
          "completionId": "47-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.message-8.v1",
          "prompt": "Investigate the visual message in a community logo.",
          "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.",
          "demonstration": [
            "Message → audience → effect",
            "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message."
          ],
          "type": "work",
          "variantKey": "g4:art:message-8",
          "completionId": "53-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.message-9.v1",
          "prompt": "Investigate the visual message in a historical poster.",
          "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.",
          "demonstration": [
            "Message → audience → effect",
            "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message."
          ],
          "type": "work",
          "variantKey": "g4:art:message-9",
          "completionId": "59-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.message-10.v1",
          "prompt": "Investigate the visual message in an environmental message.",
          "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.",
          "demonstration": [
            "Message → audience → effect",
            "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message."
          ],
          "type": "work",
          "variantKey": "g4:art:message-10",
          "completionId": "64-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.message-11.v1",
          "prompt": "Investigate the visual message in a map illustration.",
          "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.",
          "demonstration": [
            "Message → audience → effect",
            "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message."
          ],
          "type": "work",
          "variantKey": "g4:art:message-11",
          "completionId": "69-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.message-12.v1",
          "prompt": "Investigate the visual message in a theater poster.",
          "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.",
          "demonstration": [
            "Message → audience → effect",
            "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message."
          ],
          "type": "work",
          "variantKey": "g4:art:message-12",
          "completionId": "74-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.message-13.v1",
          "prompt": "Investigate the visual message in a sports symbol.",
          "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.",
          "demonstration": [
            "Message → audience → effect",
            "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message."
          ],
          "type": "work",
          "variantKey": "g4:art:message-13",
          "completionId": "79-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        },
        {
          "activityId": "g4.art.message-14.v1",
          "prompt": "Investigate the visual message in an advertisement.",
          "hint": "Use a grown-up-selected example. Name the source and audience. Compare two visual choices, explain what they invite viewers to think or do, and discuss a possible unintended interpretation. Separate an image’s claim from proof.",
          "demonstration": [
            "Message → audience → effect",
            "Pip asks what a poster wants viewers to notice or do and points to a visual choice that supports the message."
          ],
          "type": "work",
          "variantKey": "g4:art:message-14",
          "completionId": "84-89",
          "supportLevel": "adaptive",
          "intendedEvidenceType": "adult-observation"
        }
      ]
    }
  ],
  "coverageGaps": [
    "No claim of full-standard coverage from these supplemental routes. Educator and tribal cultural review have not been performed.",
    "Physical education, remaining health topics, technology, and other arts disciplines are not covered. Music uses the grades 4–5 band; art and health use 3–5.",
    "The bank does not provide five varied independent checks for every fine-grained skill. Text complexity, broader genre/cultural coverage, oral fluency, and mental automaticity require further educator judgment.",
    "Original work, oral reading, physical investigation, and social behavior require adult observation.",
    "Complete and culturally broader texts, validated text complexity, fluent cursive assessment, explicit decimal-fraction addition, more mixed-number decompositions, and sustained oral discussion need further instruction and review. Many tasks need adult-selected references or real materials."
  ]
}