Second-grade educator review

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

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

Four first-try independent successes in five varied checks over two sessions. Product hypothesis, not an Idaho cutoff. Review separately for each skill; never automatically grade creative work or real-world behavior.

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

Download the complete activity map

reading · Reverse spoken sounds (5 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.FR-PA.2a

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

Say tip. Reverse its first and last sounds. What word do you say?
Adult reference: pit
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Say tap slowly: t, a, p.
adult-observation · adaptive
g2.reading.sound-0.v1
Say top. Reverse its first and last sounds. What word do you say?
Adult reference: pot
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Say tap slowly: t, a, p.
adult-observation · adaptive
g2.reading.sound-1.v1
Say pan. Reverse its first and last sounds. What word do you say?
Adult reference: nap
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Say tap slowly: t, a, p.
adult-observation · adaptive
g2.reading.sound-2.v1
Say tub. Reverse its first and last sounds. What word do you say?
Adult reference: but
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Say tap slowly: t, a, p.
adult-observation · adaptive
g2.reading.sound-3.v1
Say ten. Reverse its first and last sounds. What word do you say?
Adult reference: net
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Say tap slowly: t, a, p.
adult-observation · adaptive
g2.reading.sound-4.v1

reading · Remove a sound from a spoken word (5 activities)

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

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

Say clapping without the first k sound. What do you say?
Adult reference: lapping
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Say stop slowly: s, t, o, p.
adult-observation · adaptive
g2.reading.sound-5.v1
Say slipping without the l sound. What do you say?
Adult reference: sipping
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Say stop slowly: s, t, o, p.
adult-observation · adaptive
g2.reading.sound-6.v1
Say speaking without the p sound. What do you say?
Adult reference: seeking
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Say stop slowly: s, t, o, p.
adult-observation · adaptive
g2.reading.sound-7.v1
Say praying without the r sound. What do you say?
Adult reference: paying
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Say stop slowly: s, t, o, p.
adult-observation · adaptive
g2.reading.sound-8.v1
Say scanning without the first s sound. What do you say?
Adult reference: canning
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Say stop slowly: s, t, o, p.
adult-observation · adaptive
g2.reading.sound-9.v1

reading · Change a sound in a spoken word (5 activities)

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

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

Say bunny. Change its first sound to f. What do you say?
Adult reference: funny
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Say cat slowly: c, a, t.
adult-observation · adaptive
g2.reading.sound-10.v1
Say butter. Change its first sound to m. What do you say?
Adult reference: mutter
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Say cat slowly: c, a, t.
adult-observation · adaptive
g2.reading.sound-11.v1
Say ladder. Change its first sound to m. What do you say?
Adult reference: madder
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Say cat slowly: c, a, t.
adult-observation · adaptive
g2.reading.sound-12.v1
Say dinner. Change its first sound to w. What do you say?
Adult reference: winner
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Say cat slowly: c, a, t.
adult-observation · adaptive
g2.reading.sound-13.v1
Say napping. Change its first sound to t. What do you say?
Adult reference: tapping
Help: Play with the sounds aloud with a grown-up. No recording is needed.
Pip’s example: Say cat slowly: c, a, t.
adult-observation · adaptive
g2.reading.sound-14.v1

reading · Read vowel teams and diphthongs aloud (10 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.FR-PH.3a

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

Read this word to a grown-up: head.
Target: head
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at rain. The letters ai work together.
adult-observation · adaptive
g2.reading.decode-head.v1
Read this word to a grown-up: hook.
Target: hook
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at rain. The letters ai work together.
adult-observation · adaptive
g2.reading.decode-hook.v1
Read this word to a grown-up: boat.
Target: boat
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at rain. The letters ai work together.
adult-observation · adaptive
g2.reading.decode-boat.v1
Read this word to a grown-up: weigh.
Target: weigh
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at rain. The letters ai work together.
adult-observation · adaptive
g2.reading.decode-weigh.v1
Read this word to a grown-up: toil.
Target: toil
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at rain. The letters ai work together.
adult-observation · adaptive
g2.reading.decode-toil.v1
Read this word to a grown-up: cloud.
Target: cloud
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at rain. The letters ai work together.
adult-observation · adaptive
g2.reading.decode-cloud.v1
Read this word to a grown-up: train.
Target: train
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at rain. The letters ai work together.
adult-observation · adaptive
g2.reading.decode-train.v1
Read this word to a grown-up: coin.
Target: coin
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at rain. The letters ai work together.
adult-observation · adaptive
g2.reading.decode-coin.v1
Read this word to a grown-up: clown.
Target: clown
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at rain. The letters ai work together.
adult-observation · adaptive
g2.reading.decode-clown.v1
Read this word to a grown-up: bread.
Target: bread
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at rain. The letters ai work together.
adult-observation · adaptive
g2.reading.decode-bread.v1

reading · Read regular two-syllable words aloud (10 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.FR-PH.3b

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

Read this word to a grown-up: rabbit.
Target: rabbit
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at basket. Split it into bas and ket.
adult-observation · adaptive
g2.reading.decode-rabbit.v1
Read this word to a grown-up: picnic.
Target: picnic
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at basket. Split it into bas and ket.
adult-observation · adaptive
g2.reading.decode-picnic.v1
Read this word to a grown-up: robot.
Target: robot
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at basket. Split it into bas and ket.
adult-observation · adaptive
g2.reading.decode-robot.v1
Read this word to a grown-up: tulip.
Target: tulip
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at basket. Split it into bas and ket.
adult-observation · adaptive
g2.reading.decode-tulip.v1
Read this word to a grown-up: sunset.
Target: sunset
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at basket. Split it into bas and ket.
adult-observation · adaptive
g2.reading.decode-sunset.v1
Read this word to a grown-up: magnet.
Target: magnet
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at basket. Split it into bas and ket.
adult-observation · adaptive
g2.reading.decode-magnet.v1
Read this word to a grown-up: napkin.
Target: napkin
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at basket. Split it into bas and ket.
adult-observation · adaptive
g2.reading.decode-napkin.v1
Read this word to a grown-up: invite.
Target: invite
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at basket. Split it into bas and ket.
adult-observation · adaptive
g2.reading.decode-invite.v1
Read this word to a grown-up: contest.
Target: contest
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at basket. Split it into bas and ket.
adult-observation · adaptive
g2.reading.decode-contest.v1
Read this word to a grown-up: open.
Target: open
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at basket. Split it into bas and ket.
adult-observation · adaptive
g2.reading.decode-open.v1

reading · Read words with prefixes and suffixes (10 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.FR-PH.3c

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

Read this word to a grown-up: unpack.
Target: unpack
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at repaint. Find the base word paint.
adult-observation · adaptive
g2.reading.decode-unpack.v1
Read this word to a grown-up: dislike.
Target: dislike
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at repaint. Find the base word paint.
adult-observation · adaptive
g2.reading.decode-dislike.v1
Read this word to a grown-up: helpful.
Target: helpful
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at repaint. Find the base word paint.
adult-observation · adaptive
g2.reading.decode-helpful.v1
Read this word to a grown-up: careless.
Target: careless
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at repaint. Find the base word paint.
adult-observation · adaptive
g2.reading.decode-careless.v1
Read this word to a grown-up: replay.
Target: replay
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at repaint. Find the base word paint.
adult-observation · adaptive
g2.reading.decode-replay.v1
Read this word to a grown-up: kindness.
Target: kindness
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at repaint. Find the base word paint.
adult-observation · adaptive
g2.reading.decode-kindness.v1
Read this word to a grown-up: teacher.
Target: teacher
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at repaint. Find the base word paint.
adult-observation · adaptive
g2.reading.decode-teacher.v1
Read this word to a grown-up: hopeful.
Target: hopeful
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at repaint. Find the base word paint.
adult-observation · adaptive
g2.reading.decode-hopeful.v1
Read this word to a grown-up: unfair.
Target: unfair
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at repaint. Find the base word paint.
adult-observation · adaptive
g2.reading.decode-unfair.v1
Read this word to a grown-up: fearless.
Target: fearless
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at repaint. Find the base word paint.
adult-observation · adaptive
g2.reading.decode-fearless.v1

reading · Read common irregular and silent-letter words (5 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.FR-PH.3d–e

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

Read this word to a grown-up: again.
Target: again
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at wrist. The w is silent.
adult-observation · adaptive
g2.reading.decode-again.v1
Read this word to a grown-up: been.
Target: been
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at wrist. The w is silent.
adult-observation · adaptive
g2.reading.decode-been.v1
Read this word to a grown-up: knock.
Target: knock
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at wrist. The w is silent.
adult-observation · adaptive
g2.reading.decode-knock.v1
Read this word to a grown-up: write.
Target: write
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at wrist. The w is silent.
adult-observation · adaptive
g2.reading.decode-write.v1
Read this word to a grown-up: thumb.
Target: thumb
Help: Look for a familiar spelling pattern or word part. Blend the parts and explain the word in a sentence.
Pip’s example: Look at wrist. The w is silent.
adult-observation · adaptive
g2.reading.decode-thumb.v1

reading · Use a context clue to explain a word (5 activities)

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

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

The pup was weary after a long walk. It lay down to sleep. What does weary mean?
Choices: tired · hungry · noisy
Answer: tired
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: The puppy was drowsy. Its eyes closed as it lay down.
independent-check · adaptive
g2.reading.meaning-0.v1
Mia whispered so she would not wake the baby. What does whispered mean?
Choices: spoke quietly · shouted loudly · ran quickly
Answer: spoke quietly
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: The puppy was drowsy. Its eyes closed as it lay down.
independent-check · adaptive
g2.reading.meaning-1.v1
The path was narrow. Only one walker could fit across it. What does narrow mean?
Choices: not wide · very long · very bright
Answer: not wide
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: The puppy was drowsy. Its eyes closed as it lay down.
independent-check · adaptive
g2.reading.meaning-2.v1
The ice was slippery, so Lee took tiny careful steps. What does slippery mean?
Choices: easy to slide on · easy to climb · covered in sand
Answer: easy to slide on
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: The puppy was drowsy. Its eyes closed as it lay down.
independent-check · adaptive
g2.reading.meaning-3.v1
The kitten peered into the dark box to find its toy. What does peered mean?
Choices: looked closely · ran away · fell asleep
Answer: looked closely
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: The puppy was drowsy. Its eyes closed as it lay down.
independent-check · adaptive
g2.reading.meaning-4.v1

reading · Compare shades of meaning (1 activities)

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

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

Which word suggests a stronger movement than toss?
Choices: hurl · place · hold
Answer: hurl
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: Walk and sprint both tell how someone moves.
independent-check · adaptive
g2.reading.meaning-9.v1

reading · Use word parts and reference entries for meaning (4 activities)

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

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

If pack means put things in a bag, what does unpack mean?
Choices: take things out · buy a new bag · carry a full bag
Answer: take things out
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: Start with tie. It means fasten with a knot.
independent-check · adaptive
g2.reading.meaning-5.v1
What is a raincoat?
Choices: a coat worn in rain · a rainy cloud · a boat in a river
Answer: a coat worn in rain
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: Start with tie. It means fasten with a knot.
independent-check · adaptive
g2.reading.meaning-6.v1
Glossary: habitat — the place where a living thing lives. Which is a habitat?
Choices: a pond where a frog lives · a frog’s jumping motion · a frog’s green color
Answer: a pond where a frog lives
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: Start with tie. It means fasten with a knot.
independent-check · adaptive
g2.reading.meaning-7.v1
If care means looking after something, what does careless mean?
Choices: without enough care · full of care · caring again
Answer: without enough care
Help: Look for a clue in the sentence, a familiar word part, or the reference entry.
Pip’s example: Start with tie. It means fasten with a knot.
independent-check · adaptive
g2.reading.meaning-8.v1

reading · Explain a character’s response using a detail (5 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.RC-TE.3; 2.RC-L.5b

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

How does Tess respond to the torn kite?
Tess made a paper kite. A gust tore a corner before she could fly it. She wanted to throw it away. Amir offered a small patch. They repaired the corner together, and the kite rose above the grass.
Choices: She accepts help to repair it. · She tries flying it before fixing the corner. · She makes a different kite by herself.
Answer: She accepts help to repair it.
Help: Find a sentence that supports your idea.
Pip’s example: A wheel fell off Sam’s toy. Sam asked Lee for tape. They fixed it.
independent-check · adaptive
g2.reading.story-kite-detail.v2
What does Noor do while she waits?
Noor planted a seed in a cup. Each morning she checked it, but nothing showed. She kept giving it the right amount of water. One morning a green loop pushed up. Noor drew what she saw and kept watching.
Choices: She keeps caring for the seed. · She changes the seed every morning. · She waters it only after the green loop appears.
Answer: She keeps caring for the seed.
Help: Find a sentence that supports your idea.
Pip’s example: A wheel fell off Sam’s toy. Sam asked Lee for tape. They fixed it.
independent-check · adaptive
g2.reading.story-seed-detail.v2
What does Ben change after his bridge falls?
Ben’s toy bridge fell when he put a car on it. He felt annoyed. He tried a wider base and tested one car before adding another. The bridge stayed up. Ben smiled and sketched the new base.
Choices: He makes its base wider. · He tests more cars before changing the base. · He repairs the car instead of the bridge.
Answer: He makes its base wider.
Help: Find a sentence that supports your idea.
Pip’s example: A wheel fell off Sam’s toy. Sam asked Lee for tape. They fixed it.
independent-check · adaptive
g2.reading.story-bridge-detail.v2
How does Rae find the books?
Rae could not find a book about moths. She asked the librarian where insect books were kept. Together they checked a shelf label. Rae found two books and showed a friend how the label helped.
Choices: She asks for help and uses a label. · She asks a friend to choose any book. · She checks the return date to find the shelf.
Answer: She asks for help and uses a label.
Help: Find a sentence that supports your idea.
Pip’s example: A wheel fell off Sam’s toy. Sam asked Lee for tape. They fixed it.
independent-check · adaptive
g2.reading.story-library-detail.v2
How does Eli respond to Jo’s idea?
A class planned a garden mural. Eli wanted only yellow flowers. Jo suggested several colors to show different plants. Eli listened and made a yellow flower beside Jo’s purple one. Their mural had room for many ideas.
Choices: He makes room for it. · He changes every flower to purple. · He asks Jo to use yellow flowers only.
Answer: He makes room for it.
Help: Find a sentence that supports your idea.
Pip’s example: A wheel fell off Sam’s toy. Sam asked Lee for tape. They fixed it.
independent-check · adaptive
g2.reading.story-mural-detail.v2

reading · Identify a story’s message (5 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.RC-L.5a

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

What message fits this story?
Tess made a paper kite. A gust tore a corner before she could fly it. She wanted to throw it away. Amir offered a small patch. They repaired the corner together, and the kite rose above the grass.
Choices: Working together can solve a problem. · Careful work prevents every problem. · Trying alone is better than asking for help.
Answer: Working together can solve a problem.
Help: Think about the events from the beginning through the ending.
Pip’s example: Jo could not lift a box alone. Jo and Eli lifted it together.
independent-check · adaptive
g2.reading.story-kite-whole.v2
What message fits this story?
Noor planted a seed in a cup. Each morning she checked it, but nothing showed. She kept giving it the right amount of water. One morning a green loop pushed up. Noor drew what she saw and kept watching.
Choices: Some changes take patient care. · Watching closely makes a seed grow at once. · Drawing a plant matters more than caring for it.
Answer: Some changes take patient care.
Help: Think about the events from the beginning through the ending.
Pip’s example: Jo could not lift a box alone. Jo and Eli lifted it together.
independent-check · adaptive
g2.reading.story-seed-whole.v2
What message fits this story?
Ben’s toy bridge fell when he put a car on it. He felt annoyed. He tried a wider base and tested one car before adding another. The bridge stayed up. Ben smiled and sketched the new base.
Choices: Trying a new idea can help. · Adding more weight always fixes a bridge. · A first attempt is usually the best design.
Answer: Trying a new idea can help.
Help: Think about the events from the beginning through the ending.
Pip’s example: Jo could not lift a box alone. Jo and Eli lifted it together.
independent-check · adaptive
g2.reading.story-bridge-whole.v2
What message fits this story?
Rae could not find a book about moths. She asked the librarian where insect books were kept. Together they checked a shelf label. Rae found two books and showed a friend how the label helped.
Choices: Asking a question can help you learn. · The first shelf always has the right book. · Choosing quickly matters more than asking.
Answer: Asking a question can help you learn.
Help: Think about the events from the beginning through the ending.
Pip’s example: Jo could not lift a box alone. Jo and Eli lifted it together.
independent-check · adaptive
g2.reading.story-library-whole.v2
What message fits this story?
A class planned a garden mural. Eli wanted only yellow flowers. Jo suggested several colors to show different plants. Eli listened and made a yellow flower beside Jo’s purple one. Their mural had room for many ideas.
Choices: Different ideas can work together. · Good teamwork means using one person’s plan. · A plan works best when it never changes.
Answer: Different ideas can work together.
Help: Think about the events from the beginning through the ending.
Pip’s example: Jo could not lift a box alone. Jo and Eli lifted it together.
independent-check · adaptive
g2.reading.story-mural-whole.v2

reading · Explain how a story ends (5 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.RC-L.5c

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

How do both endings solve the problem?
In one version, a mouse uses a leaf to cross a puddle. The leaf tips, so a frog gives the mouse a ride. In another version, the mouse folds a paper boat. When it gets wet, a turtle carries the mouse across.
Choices: A helper carries the mouse across. · The mouse repairs its boat and sails alone. · The mouse waits until the puddle dries.
Answer: A helper carries the mouse across.
Help: Think about the events from the beginning through the ending.
Pip’s example: At first, a toy was lost. A friend helped search. They found it under a chair.
independent-check · adaptive
g2.reading.story-boat-whole.v2
What changes by the end?
Luz wanted to draw clouds outside. Ren wanted dry paper for a card. When rain began, Luz was excited to watch the clouds from a window. Ren moved the paper away from the open window. They worked together indoors.
Choices: Both find a way to work indoors. · Both wait outside for the rain to end. · They decide to make the same kind of card.
Answer: Both find a way to work indoors.
Help: Think about the events from the beginning through the ending.
Pip’s example: At first, a toy was lost. A friend helped search. They found it under a chair.
independent-check · adaptive
g2.reading.story-rain-whole.v2
Which ending emphasizes helping rather than winning?
In one story, a rabbit hurries ahead in a race, rests, and a steady turtle finishes first. In a new version, a rabbit stays beside a tired turtle and they reach the finish together.
Choices: The second ending. · The first ending. · Both endings equally emphasize helping.
Answer: The second ending.
Help: Think about the events from the beginning through the ending.
Pip’s example: At first, a toy was lost. A friend helped search. They found it under a chair.
independent-check · adaptive
g2.reading.story-race-whole.v2
How does the ending connect their interests?
Kai hoped to sled on new snow. Ana hoped to find bird tracks. Kai thought the yard looked empty, but Ana noticed tiny marks by the feeder. Kai stopped to look. They followed the tracks with their eyes, then went sledding.
Choices: They look at tracks and then go sledding. · They sled first, then look for bird tracks. · They look at tracks instead of going sledding.
Answer: They look at tracks and then go sledding.
Help: Think about the events from the beginning through the ending.
Pip’s example: At first, a toy was lost. A friend helped search. They found it under a chair.
independent-check · adaptive
g2.reading.story-snow-whole.v2
What changes for Mei by the end?
At the start, Mei worried that her paper lantern would look unlike her cousin’s. She chose a wavy pattern that reminded her of a river. Her cousin chose stars. At the end, they displayed both and explained their different ideas.
Choices: She shares her own idea with confidence. · She changes her waves to match the stars. · She asks her cousin to copy her waves.
Answer: She shares her own idea with confidence.
Help: Think about the events from the beginning through the ending.
Pip’s example: At first, a toy was lost. A friend helped search. They found it under a chair.
independent-check · adaptive
g2.reading.story-lantern-whole.v2

reading · Compare characters or versions of a story (5 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.RC-L.5d–e

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

What is the same in both versions?
In one version, a mouse uses a leaf to cross a puddle. The leaf tips, so a frog gives the mouse a ride. In another version, the mouse folds a paper boat. When it gets wet, a turtle carries the mouse across.
Choices: Another animal helps the mouse cross. · The mouse makes a paper boat both times. · The same animal carries the mouse each time.
Answer: Another animal helps the mouse cross.
Help: Find a sentence that supports your idea.
Pip’s example: One child wants sunshine to play. Another wants rain for a garden.
independent-check · adaptive
g2.reading.story-boat-detail.v2
How do the characters view the rain differently?
Luz wanted to draw clouds outside. Ren wanted dry paper for a card. When rain began, Luz was excited to watch the clouds from a window. Ren moved the paper away from the open window. They worked together indoors.
Choices: Luz wants to observe it; Ren wants to protect paper. · Luz wants dry paper; Ren wants to watch clouds. · Both want to finish their work outdoors.
Answer: Luz wants to observe it; Ren wants to protect paper.
Help: Find a sentence that supports your idea.
Pip’s example: One child wants sunshine to play. Another wants rain for a garden.
independent-check · adaptive
g2.reading.story-rain-detail.v2
What differs between the endings?
In one story, a rabbit hurries ahead in a race, rests, and a steady turtle finishes first. In a new version, a rabbit stays beside a tired turtle and they reach the finish together.
Choices: One has a single winner; one has a shared finish. · Both end with the rabbit finishing first. · Both end with the turtle finishing alone.
Answer: One has a single winner; one has a shared finish.
Help: Find a sentence that supports your idea.
Pip’s example: One child wants sunshine to play. Another wants rain for a garden.
independent-check · adaptive
g2.reading.story-race-detail.v2
Why do Kai and Ana notice different things at first?
Kai hoped to sled on new snow. Ana hoped to find bird tracks. Kai thought the yard looked empty, but Ana noticed tiny marks by the feeder. Kai stopped to look. They followed the tracks with their eyes, then went sledding.
Choices: They are hoping to do different activities. · Kai wants bird tracks; Ana wants sledding. · They disagree about whether it has snowed.
Answer: They are hoping to do different activities.
Help: Find a sentence that supports your idea.
Pip’s example: One child wants sunshine to play. Another wants rain for a garden.
independent-check · adaptive
g2.reading.story-snow-detail.v2
How do the cousins’ designs differ?
At the start, Mei worried that her paper lantern would look unlike her cousin’s. She chose a wavy pattern that reminded her of a river. Her cousin chose stars. At the end, they displayed both and explained their different ideas.
Choices: One uses waves and one uses stars. · Both choose a pattern of stars. · One leaves the lantern without a pattern.
Answer: One uses waves and one uses stars.
Help: Find a sentence that supports your idea.
Pip’s example: One child wants sunshine to play. Another wants rain for a garden.
independent-check · adaptive
g2.reading.story-lantern-detail.v2

reading · Identify a nonfiction central idea (5 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.RC-NF.6a

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

What is the main idea?
Roots help many plants take in water from soil. They also hold a plant in place. A seedling with growing roots can get water and stay steady as its stem grows.
Choices: Roots help a plant live and stay in place. · Roots make every plant grow tall. · Roots mainly help leaves make shade.
Answer: Roots help a plant live and stay in place.
Help: Use the words in the text to support your answer.
Pip’s example: Birds build nests. Nests can hold eggs. Nests can shelter young birds.
independent-check · adaptive
g2.reading.facts-roots-0.v2
What is this text mostly about?
To borrow a library book, first choose one that interests you. Next take it to the checkout desk or machine. Keep track of its return date. Returning books lets another reader borrow them.
Choices: Borrowing and returning library books. · Choosing which books a library should buy. · Keeping a personal collection of books.
Answer: Borrowing and returning library books.
Help: Use the words in the text to support your answer.
Pip’s example: Birds build nests. Nests can hold eggs. Nests can shelter young birds.
independent-check · adaptive
g2.reading.facts-library-0.v2
What is the main idea?
Trees can make shade by blocking some sunlight. A shaded bench may feel cooler than a sunny bench. Parks sometimes have trees near places where people rest. Shade is one way trees help people outdoors.
Choices: Tree shade can help people feel cooler. · Every park bench must be under a tree. · Tree shade keeps the sun from warming any place.
Answer: Tree shade can help people feel cooler.
Help: Use the words in the text to support your answer.
Pip’s example: Birds build nests. Nests can hold eggs. Nests can shelter young birds.
independent-check · adaptive
g2.reading.facts-shade-0.v2
What topic do both texts discuss?
Text A: Reusing a jar for pencils means the jar can serve another purpose. Text B: Recycling a glass jar can provide material for making new glass products. Reusing keeps the jar as an object; recycling uses its material.
Choices: Ways to use a glass jar again. · How to turn glass into a pencil. · How to make glass jars from scratch.
Answer: Ways to use a glass jar again.
Help: Use the words in the text to support your answer.
Pip’s example: Birds build nests. Nests can hold eggs. Nests can shelter young birds.
independent-check · adaptive
g2.reading.facts-recycle-0.v2
What idea connects the texts?
Text A: A bee visits flowers to collect food. Some pollen sticks to its body. Text B: When pollen travels between certain flowers, it helps those plants make seeds. A bee can carry pollen as it visits.
Choices: A bee’s flower visits can help plants make seeds. · Bees collect food without affecting flowers. · Flowers give seeds to every bee that visits.
Answer: A bee’s flower visits can help plants make seeds.
Help: Use the words in the text to support your answer.
Pip’s example: Birds build nests. Nests can hold eggs. Nests can shelter young birds.
independent-check · adaptive
g2.reading.facts-bees-0.v2

reading · Connect nonfiction steps or causes (5 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.RC-NF.6b–c

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

Why do roots help a plant stay steady?
Roots help many plants take in water from soil. They also hold a plant in place. A seedling with growing roots can get water and stay steady as its stem grows.
Choices: They hold it in place. · They take sunlight in through the soil. · They make the stem too heavy to move.
Answer: They hold it in place.
Help: Use the words in the text to support your answer.
Pip’s example: First put soil in a pot. Next plant a seed. Then water gently.
independent-check · adaptive
g2.reading.facts-roots-1.v2
Why does choosing a book come before checking it out?
To borrow a library book, first choose one that interests you. Next take it to the checkout desk or machine. Keep track of its return date. Returning books lets another reader borrow them.
Choices: You need a book to bring to checkout. · You must return every book before choosing one. · The checkout desk chooses your book for you.
Answer: You need a book to bring to checkout.
Help: Use the words in the text to support your answer.
Pip’s example: First put soil in a pot. Next plant a seed. Then water gently.
independent-check · adaptive
g2.reading.facts-library-1.v2
How does a tree make shade?
Trees can make shade by blocking some sunlight. A shaded bench may feel cooler than a sunny bench. Parks sometimes have trees near places where people rest. Shade is one way trees help people outdoors.
Choices: It blocks some sunlight. · It makes the bench take in more sunlight. · It changes sunlight into a cool breeze.
Answer: It blocks some sunlight.
Help: Use the words in the text to support your answer.
Pip’s example: First put soil in a pot. Next plant a seed. Then water gently.
independent-check · adaptive
g2.reading.facts-shade-1.v2
How are reuse and recycling different here?
Text A: Reusing a jar for pencils means the jar can serve another purpose. Text B: Recycling a glass jar can provide material for making new glass products. Reusing keeps the jar as an object; recycling uses its material.
Choices: Reuse keeps the jar; recycling uses its material. · Reuse melts the glass; recycling keeps the jar. · Reuse and recycling keep every jar unchanged.
Answer: Reuse keeps the jar; recycling uses its material.
Help: Use the words in the text to support your answer.
Pip’s example: First put soil in a pot. Next plant a seed. Then water gently.
independent-check · adaptive
g2.reading.facts-recycle-1.v2
How can pollen reach another flower in these texts?
Text A: A bee visits flowers to collect food. Some pollen sticks to its body. Text B: When pollen travels between certain flowers, it helps those plants make seeds. A bee can carry pollen as it visits.
Choices: It travels on a visiting bee. · It travels only inside a flower’s seeds. · It stays on the first flower the bee visits.
Answer: It travels on a visiting bee.
Help: Use the words in the text to support your answer.
Pip’s example: First put soil in a pot. Next plant a seed. Then water gently.
independent-check · adaptive
g2.reading.facts-bees-1.v2

reading · Use a fact or compare two nonfiction texts (5 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.RC-NF.6d–e

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

Which detail supports the idea that roots help a plant get what it needs?
Roots help many plants take in water from soil. They also hold a plant in place. A seedling with growing roots can get water and stay steady as its stem grows.
Choices: Roots take in water. · Roots make water from soil. · The stem takes in all the plant’s water.
Answer: Roots take in water.
Help: Use the words in the text to support your answer.
Pip’s example: A sign says: Keep the path clear so everyone can pass.
independent-check · adaptive
g2.reading.facts-roots-2.v2
Which reason supports returning a borrowed book?
To borrow a library book, first choose one that interests you. Next take it to the checkout desk or machine. Keep track of its return date. Returning books lets another reader borrow them.
Choices: Another reader can borrow it. · It helps you choose the book’s topic. · It means the book never needs checking out.
Answer: Another reader can borrow it.
Help: Use the words in the text to support your answer.
Pip’s example: A sign says: Keep the path clear so everyone can pass.
independent-check · adaptive
g2.reading.facts-library-2.v2
Which detail supports putting trees near a resting place?
Trees can make shade by blocking some sunlight. A shaded bench may feel cooler than a sunny bench. Parks sometimes have trees near places where people rest. Shade is one way trees help people outdoors.
Choices: A shaded bench may feel cooler. · A sunny bench is always cooler. · A tree keeps rain off every resting place.
Answer: A shaded bench may feel cooler.
Help: Use the words in the text to support your answer.
Pip’s example: A sign says: Keep the path clear so everyone can pass.
independent-check · adaptive
g2.reading.facts-shade-2.v2
What do both approaches have in common?
Text A: Reusing a jar for pencils means the jar can serve another purpose. Text B: Recycling a glass jar can provide material for making new glass products. Reusing keeps the jar as an object; recycling uses its material.
Choices: They can keep useful material in use. · Both keep the jar exactly as it was. · Both turn the jar into the same new product.
Answer: They can keep useful material in use.
Help: Use the words in the text to support your answer.
Pip’s example: A sign says: Keep the path clear so everyone can pass.
independent-check · adaptive
g2.reading.facts-recycle-2.v2
Which fact explains how a bee can carry pollen?
Text A: A bee visits flowers to collect food. Some pollen sticks to its body. Text B: When pollen travels between certain flowers, it helps those plants make seeds. A bee can carry pollen as it visits.
Choices: Pollen can stick to its body. · A bee puts pollen inside every seed. · A bee carries pollen only in its food.
Answer: Pollen can stick to its body.
Help: Use the words in the text to support your answer.
Pip’s example: A sign says: Keep the path clear so everyone can pass.
independent-check · adaptive
g2.reading.facts-bees-2.v2

reading · Reread and discuss connected text with an adult (5 activities)

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

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

Read, reread, and tell the story to a grown-up.
Tess made a paper kite. A gust tore a corner before she could fly it. She wanted to throw it away. Amir offered a small patch. They repaired the corner together, and the kite rose above the grass.
Help: Read at a comfortable pace. Reread a tricky part, pause at punctuation, and explain one important event. A grown-up can observe your reading.
Pip’s example: Read: The dog ran. It found a ball.
adult-observation · adaptive
g2.reading.reread-kite.v1
Read, reread, and tell the story to a grown-up.
Noor planted a seed in a cup. Each morning she checked it, but nothing showed. She kept giving it the right amount of water. One morning a green loop pushed up. Noor drew what she saw and kept watching.
Help: Read at a comfortable pace. Reread a tricky part, pause at punctuation, and explain one important event. A grown-up can observe your reading.
Pip’s example: Read: The dog ran. It found a ball.
adult-observation · adaptive
g2.reading.reread-seed.v1
Read, reread, and tell the story to a grown-up.
Ben’s toy bridge fell when he put a car on it. He felt annoyed. He tried a wider base and tested one car before adding another. The bridge stayed up. Ben smiled and sketched the new base.
Help: Read at a comfortable pace. Reread a tricky part, pause at punctuation, and explain one important event. A grown-up can observe your reading.
Pip’s example: Read: The dog ran. It found a ball.
adult-observation · adaptive
g2.reading.reread-bridge.v1
Read, reread, and tell the story to a grown-up.
Rae could not find a book about moths. She asked the librarian where insect books were kept. Together they checked a shelf label. Rae found two books and showed a friend how the label helped.
Help: Read at a comfortable pace. Reread a tricky part, pause at punctuation, and explain one important event. A grown-up can observe your reading.
Pip’s example: Read: The dog ran. It found a ball.
adult-observation · adaptive
g2.reading.reread-library.v1
Read, reread, and tell the story to a grown-up.
A class planned a garden mural. Eli wanted only yellow flowers. Jo suggested several colors to show different plants. Eli listened and made a yellow flower beside Jo’s purple one. Their mural had room for many ideas.
Help: Read at a comfortable pace. Reread a tricky part, pause at punctuation, and explain one important event. A grown-up can observe your reading.
Pip’s example: Read: The dog ran. It found a ball.
adult-observation · adaptive
g2.reading.reread-mural.v1

writing · Write legible words and sentences (5 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.W-HWK.7

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

Write a readable two-sentence welcome note.
Help: Use the drawing paper or your own paper. Ask a grown-up to read it and notice the letter shapes and spacing. Typing or scribing can help ideas, but does not show handwriting.
Pip’s example: Write: Dear Pip,
adult-observation · adaptive
g2.writing.hand-0.v1
Write a label and a sentence for a pretend museum object.
Help: Use the drawing paper or your own paper. Ask a grown-up to read it and notice the letter shapes and spacing. Typing or scribing can help ideas, but does not show handwriting.
Pip’s example: Write: Dear Pip,
adult-observation · adaptive
g2.writing.hand-1.v1
Write a short invitation with spaces between the words.
Help: Use the drawing paper or your own paper. Ask a grown-up to read it and notice the letter shapes and spacing. Typing or scribing can help ideas, but does not show handwriting.
Pip’s example: Write: Dear Pip,
adult-observation · adaptive
g2.writing.hand-2.v1
Write a sentence about a made-up animal, using both capital and small letters.
Help: Use the drawing paper or your own paper. Ask a grown-up to read it and notice the letter shapes and spacing. Typing or scribing can help ideas, but does not show handwriting.
Pip’s example: Write: Dear Pip,
adult-observation · adaptive
g2.writing.hand-3.v1
Write two lines explaining a drawing.
Help: Use the drawing paper or your own paper. Ask a grown-up to read it and notice the letter shapes and spacing. Typing or scribing can help ideas, but does not show handwriting.
Pip’s example: Write: Dear Pip,
adult-observation · adaptive
g2.writing.hand-4.v1

writing · Prepare writing with supported keyboarding (5 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.W-HWK.8

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

Type a greeting to Pip with support.
Help: Use the keyboard with help. Check spaces, capital letters, and endings. Show it to a chosen grown-up on this screen; it is not published or saved.
Pip’s example: Type: Hello, Pip!
adult-observation · model-visible
g2.writing.keyboard-0.v1
Type a title and two facts about a pretend pet with support.
Help: Use the keyboard with help. Check spaces, capital letters, and endings. Show it to a chosen grown-up on this screen; it is not published or saved.
Pip’s example: Type: Hello, Pip!
adult-observation · model-visible
g2.writing.keyboard-1.v1
Type two lines of a weather poem with support.
Help: Use the keyboard with help. Check spaces, capital letters, and endings. Show it to a chosen grown-up on this screen; it is not published or saved.
Pip’s example: Type: Hello, Pip!
adult-observation · model-visible
g2.writing.keyboard-2.v1
Type an invitation to a pretend book club with support.
Help: Use the keyboard with help. Check spaces, capital letters, and endings. Show it to a chosen grown-up on this screen; it is not published or saved.
Pip’s example: Type: Hello, Pip!
adult-observation · model-visible
g2.writing.keyboard-3.v1
Type a short thank-you for a fictional helper with support.
Help: Use the keyboard with help. Check spaces, capital letters, and endings. Show it to a chosen grown-up on this screen; it is not published or saved.
Pip’s example: Type: Hello, Pip!
adult-observation · model-visible
g2.writing.keyboard-4.v1

writing · Order and expand complete sentences (10 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.GC-GU.1f–g

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

Build a complete sentence.
Sequence: The → small → fox → waited → quietly.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Start with who: The little bird.
independent-check · adaptive
g2.writing.sentence-0.v1
Build a complete sentence.
Sequence: We → made → a → map → of → the → park.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Start with who: The little bird.
independent-check · adaptive
g2.writing.sentence-1.v2
Build a complete sentence.
Sequence: I → packed → a → snack, → and → Jo → filled → the → bottle.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Start with who: The little bird.
independent-check · adaptive
g2.writing.sentence-2.v2
Build a complete sentence.
Sequence: The → path → was → muddy, → so → we → wore → boots.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Start with who: The little bird.
independent-check · adaptive
g2.writing.sentence-3.v1
Build a complete sentence.
Sequence: A → bright → kite → floated → above → the → field.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Start with who: The little bird.
independent-check · adaptive
g2.writing.sentence-4.v2
Build a complete sentence.
Sequence: Mina → wanted → to → play, → but → the → rain → began.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Start with who: The little bird.
independent-check · adaptive
g2.writing.sentence-5.v1
Build a complete sentence.
Sequence: After → lunch, → we → read → a → story.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Start with who: The little bird.
independent-check · adaptive
g2.writing.sentence-6.v1
Build a complete sentence.
Sequence: The → tired → puppy → curled → up → beside → me.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Start with who: The little bird.
independent-check · adaptive
g2.writing.sentence-7.v1
Build a complete sentence.
Sequence: Our → class → planted → seeds → in → small → cups.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Start with who: The little bird.
independent-check · adaptive
g2.writing.sentence-8.v2
Build a complete sentence.
Sequence: I → held → the → ladder → while → Dad → hung → the → picture.
Help: Find the capital at the start, then arrange the words to tell a clear idea. Punctuation can help.
Pip’s example: Start with who: The little bird.
independent-check · adaptive
g2.writing.sentence-9.v2

writing · Choose a grammatical form in a sentence (5 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.GC-GU.1a–e

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

Yesterday, we ___ to the pond.
Choices: went · goed · go
Answer: went
Help: Read the whole sentence and think about the job of the missing word.
Pip’s example: Today I run to the gate.
independent-check · adaptive
g2.writing.grammar-0.v1
Two ___ ran under the fence.
Choices: mice · mouses · mouse
Answer: mice
Help: Read the whole sentence and think about the job of the missing word.
Pip’s example: Today I run to the gate.
independent-check · adaptive
g2.writing.grammar-1.v1
The quiet owl flew ___.
Choices: quietly · quiet · quiets
Answer: quietly
Help: Read the whole sentence and think about the job of the missing word.
Pip’s example: Today I run to the gate.
independent-check · adaptive
g2.writing.grammar-2.v1
Lena made the paper hat by ___.
Choices: herself · himself · yourself
Answer: herself
Help: Read the whole sentence and think about the job of the missing word.
Pip’s example: Today I run to the gate.
independent-check · adaptive
g2.writing.grammar-3.v1
Which sentence uses fish as an action?
Choices: We fish at the pond. · The fish is silver. · I drew a fish.
Answer: We fish at the pond.
Help: Read the whole sentence and think about the job of the missing word.
Pip’s example: Today I run to the gate.
independent-check · adaptive
g2.writing.grammar-4.v1

writing · Check capitalization and punctuation (7 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.GC-M.2a–c

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

Which greeting uses its comma correctly?
Choices: Dear Jo, · Dear, Jo · Dear Jo.
Answer: Dear Jo,
Help: Check the greeting, name, or apostrophe carefully. Read it as a complete message.
Pip’s example: Look at: dear pip
independent-check · adaptive
g2.writing.edit-0.v1
Which closing fits a friendly letter?
Choices: Your friend, · Your, friend · Your friend?
Answer: Your friend,
Help: Check the greeting, name, or apostrophe carefully. Read it as a complete message.
Pip’s example: Look at: dear pip
independent-check · adaptive
g2.writing.edit-1.v1
Which word means do not?
Choices: don’t · dont · do’nt
Answer: don’t
Help: Check the greeting, name, or apostrophe carefully. Read it as a complete message.
Pip’s example: Look at: dear pip
independent-check · adaptive
g2.writing.edit-2.v1
Which phrase tells that one dog owns the bowl?
Choices: the dog’s bowl · the dogs bowl · the dog bowl’s
Answer: the dog’s bowl
Help: Check the greeting, name, or apostrophe carefully. Read it as a complete message.
Pip’s example: Look at: dear pip
independent-check · adaptive
g2.writing.edit-3.v1
Which sentence capitalizes the place name?
Choices: We visited Boise. · We visited boise. · we Visited boise.
Answer: We visited Boise.
Help: Check the greeting, name, or apostrophe carefully. Read it as a complete message.
Pip’s example: Look at: dear pip
independent-check · adaptive
g2.writing.edit-4.v1
Which sentence capitalizes the holiday?
Choices: We celebrate New Year’s Day. · We celebrate new year’s day. · We Celebrate new year’s day.
Answer: We celebrate New Year’s Day.
Help: Check the greeting, name, or apostrophe carefully. Read it as a complete message.
Pip’s example: Look at: dear pip
independent-check · adaptive
g2.writing.edit-5.v1
Which word means we are?
Choices: we’re · were’ · wer’e
Answer: we’re
Help: Check the greeting, name, or apostrophe carefully. Read it as a complete message.
Pip’s example: Look at: dear pip
independent-check · adaptive
g2.writing.edit-6.v1

writing · Write and check a spelling pattern (8 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.GC-M.3a–b

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

Listen, then write the word: badge.
Adult reference: badge
Help: Try the spelling, then use a beginning dictionary with a grown-up to check it. Explain one pattern you noticed.
Pip’s example: Listen to jump. Say its sounds slowly.
adult-observation · adaptive
g2.writing.spell-badge.v1
Listen, then write the word: boil.
Adult reference: boil
Help: Try the spelling, then use a beginning dictionary with a grown-up to check it. Explain one pattern you noticed.
Pip’s example: Listen to jump. Say its sounds slowly.
adult-observation · adaptive
g2.writing.spell-boil.v1
Listen, then write the word: cloud.
Adult reference: cloud
Help: Try the spelling, then use a beginning dictionary with a grown-up to check it. Explain one pattern you noticed.
Pip’s example: Listen to jump. Say its sounds slowly.
adult-observation · adaptive
g2.writing.spell-cloud.v1
Listen, then write the word: hopeful.
Adult reference: hopeful
Help: Try the spelling, then use a beginning dictionary with a grown-up to check it. Explain one pattern you noticed.
Pip’s example: Listen to jump. Say its sounds slowly.
adult-observation · adaptive
g2.writing.spell-hopeful.v1
Listen, then write the word: careless.
Adult reference: careless
Help: Try the spelling, then use a beginning dictionary with a grown-up to check it. Explain one pattern you noticed.
Pip’s example: Listen to jump. Say its sounds slowly.
adult-observation · adaptive
g2.writing.spell-careless.v1
Listen, then write the word: unpack.
Adult reference: unpack
Help: Try the spelling, then use a beginning dictionary with a grown-up to check it. Explain one pattern you noticed.
Pip’s example: Listen to jump. Say its sounds slowly.
adult-observation · adaptive
g2.writing.spell-unpack.v1
Listen, then write the word: rabbit.
Adult reference: rabbit
Help: Try the spelling, then use a beginning dictionary with a grown-up to check it. Explain one pattern you noticed.
Pip’s example: Listen to jump. Say its sounds slowly.
adult-observation · adaptive
g2.writing.spell-rabbit.v1
Listen, then write the word: knock.
Adult reference: knock
Help: Try the spelling, then use a beginning dictionary with a grown-up to check it. Explain one pattern you noticed.
Pip’s example: Listen to jump. Say its sounds slowly.
adult-observation · adaptive
g2.writing.spell-knock.v1

writing · Compose connected story events with details and closure (20 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.W-RW.1,4

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

Write a story about a map with one missing landmark.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-0.v1
Write a story about a storm that changes a picnic.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-1.v1
Write a story about a toy boat that needs repair.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-2.v1
Write a story about a library book with a mysterious note.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-3.v1
Write a story about a new student finding a friend.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-4.v1
Write a story about a seed that takes longer to sprout.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-5.v1
Write a story about two pets wanting the same cozy spot.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-6.v1
Write a story about a snow sculpture that keeps tipping.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-7.v1
Write a story about a lost key for a pretend castle.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-8.v1
Write a story about a band that needs a quiet place.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-9.v1
Write a story about a tiny traveler in a huge garden.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-10.v1
Write a story about a kite rescued with teamwork.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-11.v1
Write a story about a puzzle with a missing piece.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-12.v1
Write a story about a birthday surprise that changes plans.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-13.v1
Write a story about a robot learning to ask for help.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-14.v1
Write a story about a class making room for a new idea.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-15.v1
Write a story about a trail that divides into two paths.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-16.v1
Write a story about a pretend shop running out of boxes.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-17.v1
Write a story about a bird searching for safe shelter.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-18.v1
Write a story about a rainy day turned into an indoor adventure.
Help: Introduce the character and setting. Tell connected events with describing details. Write an ending that fits what happened, then read it to someone.
Pip’s example: Jo lost a red button on the path.
adult-observation · adaptive
g2.writing.story-19.v1

writing · Compose an opinion with reasons and a conclusion (15 activities)

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

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

Give your opinion about which book a pretend club should read.
Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: I think our club should read a garden story.
adult-observation · adaptive
g2.writing.opinion-0.v1
Give your opinion about where to put a bench in a pretend park.
Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: I think our club should read a garden story.
adult-observation · adaptive
g2.writing.opinion-1.v1
Give your opinion about whether a character should repair or replace a toy.
Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: I think our club should read a garden story.
adult-observation · adaptive
g2.writing.opinion-2.v1
Give your opinion about which of two games would welcome a new player.
Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: I think our club should read a garden story.
adult-observation · adaptive
g2.writing.opinion-3.v1
Give your opinion about what plant to choose for a pretend class garden.
Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: I think our club should read a garden story.
adult-observation · adaptive
g2.writing.opinion-4.v1
Give your opinion about which material would make a useful bookmark.
Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: I think our club should read a garden story.
adult-observation · adaptive
g2.writing.opinion-5.v1
Give your opinion about what to include in a classroom quiet corner.
Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: I think our club should read a garden story.
adult-observation · adaptive
g2.writing.opinion-6.v1
Give your opinion about whether a story needs a different ending.
Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: I think our club should read a garden story.
adult-observation · adaptive
g2.writing.opinion-7.v1
Give your opinion about which instrument fits a sleepy scene.
Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: I think our club should read a garden story.
adult-observation · adaptive
g2.writing.opinion-8.v1
Give your opinion about which artwork a pretend gallery should display first.
Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: I think our club should read a garden story.
adult-observation · adaptive
g2.writing.opinion-9.v1
Give your opinion about what title best fits your own story.
Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: I think our club should read a garden story.
adult-observation · adaptive
g2.writing.opinion-10.v1
Give your opinion about whether a pretend town needs a path or a bridge first.
Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: I think our club should read a garden story.
adult-observation · adaptive
g2.writing.opinion-11.v1
Give your opinion about which fictional character showed useful teamwork.
Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: I think our club should read a garden story.
adult-observation · adaptive
g2.writing.opinion-12.v1
Give your opinion about what snack container would be easiest to reuse.
Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: I think our club should read a garden story.
adult-observation · adaptive
g2.writing.opinion-13.v1
Give your opinion about which activity belongs at a pretend science fair.
Help: State your choice, give two reasons or details, and end with a concluding sentence. More than one opinion can make sense.
Pip’s example: I think our club should read a garden story.
adult-observation · adaptive
g2.writing.opinion-14.v1

writing · Write an explanation from provided information (15 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.W-RW.3; 2.RS-IP.1

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

Write a short explanation of plant growth.
A class recorded a sprout at 2 cm on Monday and 5 cm on Friday. Its leaves opened during the week.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: A seedling was 2 cm tall on Monday and 4 cm on Friday.
adult-observation · model-visible
g2.writing.report-0.v1
Write a short explanation of a toy bridge.
A flat paper bridge held one counter. The same paper folded into pleats held six counters.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: A seedling was 2 cm tall on Monday and 4 cm on Friday.
adult-observation · model-visible
g2.writing.report-1.v1
Write a short explanation of a reading survey.
In a pretend club, 6 children chose animal stories, 4 chose mysteries, and 3 chose poems.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: A seedling was 2 cm tall on Monday and 4 cm on Friday.
adult-observation · model-visible
g2.writing.report-2.v1
Write a short explanation of bird observations.
A watcher saw three birds at a feeder in the morning and five in the afternoon. No birds were counted after dark.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: A seedling was 2 cm tall on Monday and 4 cm on Friday.
adult-observation · model-visible
g2.writing.report-3.v1
Write a short explanation of a puddle.
A chalk outline marked a puddle after rain. Later, the wet area was smaller than the outline.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: A seedling was 2 cm tall on Monday and 4 cm on Friday.
adult-observation · model-visible
g2.writing.report-4.v1
Write a short explanation of a seed comparison.
The class noticed that one seed had hooks and another had a wide wing. They drew the shapes without opening the seeds.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: A seedling was 2 cm tall on Monday and 4 cm on Friday.
adult-observation · model-visible
g2.writing.report-5.v1
Write a short explanation of reused containers.
One clean jar became a pencil holder. A small box became storage for cards. Both objects had a new use.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: A seedling was 2 cm tall on Monday and 4 cm on Friday.
adult-observation · model-visible
g2.writing.report-6.v1
Write a short explanation of a map route.
The pretend map shows a library west of a park. A path connects them, with a bridge across a stream.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: A seedling was 2 cm tall on Monday and 4 cm on Friday.
adult-observation · model-visible
g2.writing.report-7.v1
Write a short explanation of a material test.
A paper towel soaked up a drop of water. A plastic sheet kept the drop on its surface.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: A seedling was 2 cm tall on Monday and 4 cm on Friday.
adult-observation · model-visible
g2.writing.report-8.v1
Write a short explanation of a rhythm experiment.
One pattern had four sounds. Another had three sounds and a rest. Both filled four steady beats.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: A seedling was 2 cm tall on Monday and 4 cm on Friday.
adult-observation · model-visible
g2.writing.report-9.v1
Write a short explanation of a shape picture.
The artist used two rectangles for buildings, circles for wheels, and triangles for roofs.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: A seedling was 2 cm tall on Monday and 4 cm on Friday.
adult-observation · model-visible
g2.writing.report-10.v1
Write a short explanation of a weather record.
Monday was cloudy, Tuesday was rainy, and Wednesday was clear. The class recorded one observation each day.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: A seedling was 2 cm tall on Monday and 4 cm on Friday.
adult-observation · model-visible
g2.writing.report-11.v1
Write a short explanation of a shadow model.
A flashlight and a card made a shadow on a wall. Moving the card changed the shadow’s size.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: A seedling was 2 cm tall on Monday and 4 cm on Friday.
adult-observation · model-visible
g2.writing.report-12.v1
Write a short explanation of a book return routine.
A reader checked the return date, put the book in a bag, and brought it to the library desk.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: A seedling was 2 cm tall on Monday and 4 cm on Friday.
adult-observation · model-visible
g2.writing.report-13.v1
Write a short explanation of a sorting activity.
A group sorted buttons by size. Then they sorted the same buttons by color and got different groups.
Help: Use two details from the provided observation. State the focus, connect the details, and write a concluding sentence. Do not invent measurements that were not observed.
Pip’s example: A seedling was 2 cm tall on Monday and 4 cm on Friday.
adult-observation · model-visible
g2.writing.report-14.v1

writing · Revise or edit writing using feedback (10 activities)

Idaho ELA/Literacy · January 3, 2022 · 2.W-RW.6

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

Improve a piece of writing: add a detail that helps a reader picture the setting.
Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: First draft: Jo saw it by the gate.
adult-observation · model-visible
g2.writing.revise-0.v1
Improve a piece of writing: replace an unclear it with the name of the thing.
Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: First draft: Jo saw it by the gate.
adult-observation · model-visible
g2.writing.revise-1.v1
Improve a piece of writing: join two short ideas when the connection becomes clearer.
Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: First draft: Jo saw it by the gate.
adult-observation · model-visible
g2.writing.revise-2.v1
Improve a piece of writing: add an ending that explains what changed.
Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: First draft: Jo saw it by the gate.
adult-observation · model-visible
g2.writing.revise-3.v1
Improve a piece of writing: move one sentence so events follow a clearer order.
Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: First draft: Jo saw it by the gate.
adult-observation · model-visible
g2.writing.revise-4.v1
Improve a piece of writing: add a reason that supports an opinion.
Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: First draft: Jo saw it by the gate.
adult-observation · model-visible
g2.writing.revise-5.v1
Improve a piece of writing: replace a repeated word with a more precise word.
Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: First draft: Jo saw it by the gate.
adult-observation · model-visible
g2.writing.revise-6.v1
Improve a piece of writing: check a spelling using a beginning dictionary.
Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: First draft: Jo saw it by the gate.
adult-observation · model-visible
g2.writing.revise-7.v1
Improve a piece of writing: add spaces or punctuation where a reader got confused.
Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: First draft: Jo saw it by the gate.
adult-observation · model-visible
g2.writing.revise-8.v1
Improve a piece of writing: prepare a final version and explain one helpful change.
Help: Use your own paper or a short piece on this screen. Ask a grown-up for feedback, decide on a change, and explain why it helps. Your writing stays private.
Pip’s example: First draft: Jo saw it by the gate.
adult-observation · model-visible
g2.writing.revise-9.v1

math · Build three-digit numbers with base-ten blocks (8 activities)

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

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

Build 124 with hundreds, tens, and ones.
Help: 124 has 1 hundreds, 2 tens, and 4 ones. The first digit tells the hundreds, the middle digit tells the tens, and the last digit tells the ones. Add or remove blocks to match each place.
Pip’s example: Put 2 hundreds in the first tray: 200.
independent-check · adaptive
g2.math.place-builder-0.v1
Build 235 with hundreds, tens, and ones.
Help: 235 has 2 hundreds, 3 tens, and 5 ones. The first digit tells the hundreds, the middle digit tells the tens, and the last digit tells the ones. Add or remove blocks to match each place.
Pip’s example: Put 2 hundreds in the first tray: 200.
independent-check · adaptive
g2.math.place-builder-1.v1
Build 316 with hundreds, tens, and ones.
Help: 316 has 3 hundreds, 1 tens, and 6 ones. The first digit tells the hundreds, the middle digit tells the tens, and the last digit tells the ones. Add or remove blocks to match each place.
Pip’s example: Put 2 hundreds in the first tray: 200.
independent-check · adaptive
g2.math.place-builder-2.v1
Build 452 with hundreds, tens, and ones.
Help: 452 has 4 hundreds, 5 tens, and 2 ones. The first digit tells the hundreds, the middle digit tells the tens, and the last digit tells the ones. Add or remove blocks to match each place.
Pip’s example: Put 2 hundreds in the first tray: 200.
independent-check · adaptive
g2.math.place-builder-3.v1
Build 567 with hundreds, tens, and ones.
Help: 567 has 5 hundreds, 6 tens, and 7 ones. The first digit tells the hundreds, the middle digit tells the tens, and the last digit tells the ones. Add or remove blocks to match each place.
Pip’s example: Put 2 hundreds in the first tray: 200.
independent-check · adaptive
g2.math.place-builder-4.v1
Build 689 with hundreds, tens, and ones.
Help: 689 has 6 hundreds, 8 tens, and 9 ones. The first digit tells the hundreds, the middle digit tells the tens, and the last digit tells the ones. Add or remove blocks to match each place.
Pip’s example: Put 2 hundreds in the first tray: 200.
independent-check · adaptive
g2.math.place-builder-5.v1
Build 703 with hundreds, tens, and ones.
Help: 703 has 7 hundreds, 0 tens, and 3 ones. Zero tens means leave the tens tray empty. Add or remove blocks to match each place.
Pip’s example: Put 2 hundreds in the first tray: 200.
independent-check · adaptive
g2.math.place-builder-6.v1
Build 940 with hundreds, tens, and ones.
Help: 940 has 9 hundreds, 4 tens, and 0 ones. Zero ones means leave the ones tray empty. Add or remove blocks to match each place.
Pip’s example: Put 2 hundreds in the first tray: 200.
independent-check · adaptive
g2.math.place-builder-7.v1

math · Connect digits and base-ten quantities (4 activities)

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

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

What is the value of the 6 in 642?
Answer: 600
Help: Read the place of the digit before naming its value.
Pip’s example: The 3 is in the hundreds place: 300.
independent-check · adaptive
g2.math.hundreds-value.v1
Ten tens make how many hundreds?
Answer: 1
Help: Bundle ten tens into the next larger place.
Pip’s example: The 3 is in the hundreds place: 300.
independent-check · adaptive
g2.math.tens-to-hundred.v1
What number is 400 + 20 + 9?
Answer: 429
Help: Combine the hundreds, tens, and ones.
Pip’s example: The 3 is in the hundreds place: 300.
independent-check · adaptive
g2.math.expanded.v1
Which expression equals 1,000?
Choices: 10 hundreds · 10 tens · 10 ones
Answer: 10 hundreds
Help: Think about the value of one hundred.
Pip’s example: The 3 is in the hundreds place: 300.
independent-check · adaptive
g2.math.thousand.v1

math · Compare three-digit numbers (4 activities)

Idaho Mathematics · January 3, 2022 · 2.NBT.A.4

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

Which number is greater: 352 or 325?
Choices: 352 · 325 · They are equal
Answer: 352
Help: Compare hundreds, then tens, then ones.
Pip’s example: Both numbers have 4 hundreds.
independent-check · adaptive
g2.math.compare-0.v1
Which number is greater: 608 or 680?
Choices: 680 · 608 · They are equal
Answer: 680
Help: Compare hundreds, then tens, then ones.
Pip’s example: Both numbers have 4 hundreds.
independent-check · adaptive
g2.math.compare-1.v1
Which number is greater: 719 or 709?
Choices: 719 · 709 · They are equal
Answer: 719
Help: Compare hundreds, then tens, then ones.
Pip’s example: Both numbers have 4 hundreds.
independent-check · adaptive
g2.math.compare-2.v1
Which number is greater: 490 or 409?
Choices: 490 · 409 · They are equal
Answer: 490
Help: Compare hundreds, then tens, then ones.
Pip’s example: Both numbers have 4 hundreds.
independent-check · adaptive
g2.math.compare-3.v1

math · Continue a skip-counting pattern (4 activities)

Idaho Mathematics · January 3, 2022 · 2.NBT.A.2

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

Continue the pattern: 105, 110, 115, ___.
Answer: 120
Help: Find the amount added each time.
Pip’s example: 40 is 5 more than 35.
independent-check · adaptive
g2.math.skip-0.v1
Continue the pattern: 220, 230, 240, ___.
Answer: 250
Help: Find the amount added each time.
Pip’s example: 40 is 5 more than 35.
independent-check · adaptive
g2.math.skip-1.v1
Continue the pattern: 300, 400, 500, ___.
Answer: 600
Help: Find the amount added each time.
Pip’s example: 40 is 5 more than 35.
independent-check · adaptive
g2.math.skip-2.v1
Continue the pattern: 970, 980, 990, ___.
Answer: 1000
Help: Find the amount added each time.
Pip’s example: 40 is 5 more than 35.
independent-check · adaptive
g2.math.skip-3.v1

math · Solve addition and subtraction within 20 (10 activities)

Idaho Mathematics · January 3, 2022 · 2.OA.B.2

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

What is 8 + 5?
Answer: 13
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Split 6 into 3 and 3.
independent-check · adaptive
g2.math.mental-0.v1
What is 9 + 6?
Answer: 15
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Split 6 into 3 and 3.
independent-check · adaptive
g2.math.mental-1.v1
What is 7 + 7?
Answer: 14
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Split 6 into 3 and 3.
independent-check · adaptive
g2.math.mental-2.v1
What is 6 + 8?
Answer: 14
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Split 6 into 3 and 3.
independent-check · adaptive
g2.math.mental-3.v1
What is 9 + 9?
Answer: 18
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Split 6 into 3 and 3.
independent-check · adaptive
g2.math.mental-4.v1
What is 13 − 6?
Answer: 7
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Split 6 into 3 and 3.
independent-check · adaptive
g2.math.mental-5.v1
What is 15 − 8?
Answer: 7
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Split 6 into 3 and 3.
independent-check · adaptive
g2.math.mental-6.v1
What is 17 − 9?
Answer: 8
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Split 6 into 3 and 3.
independent-check · adaptive
g2.math.mental-7.v1
What is 12 − 5?
Answer: 7
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Split 6 into 3 and 3.
independent-check · adaptive
g2.math.mental-8.v1
What is 16 − 7?
Answer: 9
Help: Try making ten, using a double, or counting from a known fact. Explain your way to a grown-up.
Pip’s example: Split 6 into 3 and 3.
independent-check · adaptive
g2.math.mental-9.v1

math · Add two-digit numbers using place value (5 activities)

Idaho Mathematics · January 3, 2022 · 2.NBT.B.5,9

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

Use any strategy: 27 + 15 = ?
Answer: 42
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Combine 2 tens and 1 ten: 3 tens.
independent-check · adaptive
g2.math.regroup-0.v1
Use any strategy: 38 + 24 = ?
Answer: 62
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Combine 2 tens and 1 ten: 3 tens.
independent-check · adaptive
g2.math.regroup-1.v1
Use any strategy: 46 + 17 = ?
Answer: 63
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Combine 2 tens and 1 ten: 3 tens.
independent-check · adaptive
g2.math.regroup-2.v1
Use any strategy: 59 + 26 = ?
Answer: 85
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Combine 2 tens and 1 ten: 3 tens.
independent-check · adaptive
g2.math.regroup-3.v1
Use any strategy: 67 + 18 = ?
Answer: 85
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Combine 2 tens and 1 ten: 3 tens.
independent-check · adaptive
g2.math.regroup-4.v1

math · Subtract two-digit numbers using place value (5 activities)

Idaho Mathematics · January 3, 2022 · 2.NBT.B.5,9

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

Use any strategy: 42 − 17 = ?
Answer: 25
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Start with 4 tens and 3 ones.
independent-check · adaptive
g2.math.regroup-5.v1
Use any strategy: 53 − 28 = ?
Answer: 25
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Start with 4 tens and 3 ones.
independent-check · adaptive
g2.math.regroup-6.v1
Use any strategy: 61 − 35 = ?
Answer: 26
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Start with 4 tens and 3 ones.
independent-check · adaptive
g2.math.regroup-7.v1
Use any strategy: 74 − 46 = ?
Answer: 28
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Start with 4 tens and 3 ones.
independent-check · adaptive
g2.math.regroup-8.v1
Use any strategy: 80 − 27 = ?
Answer: 53
Help: You may use the exchange board, draw a model, or use another strategy. Explain why your answer fits.
Pip’s example: Start with 4 tens and 3 ones.
independent-check · adaptive
g2.math.regroup-9.v1

math · Calculate with hundreds, tens, and ones (7 activities)

Idaho Mathematics · January 3, 2022 · 2.NBT.B.7–9

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

Find 240 + 130.
Answer: 370
Help: Work with hundreds, tens, and ones. Exchange a larger unit when it helps.
Pip’s example: 6 ones + 5 ones = 11 ones. Exchange 10 ones for 1 ten.
independent-check · adaptive
g2.math.hundreds-0.v1
Find 365 + 218.
Answer: 583
Help: Work with hundreds, tens, and ones. Exchange a larger unit when it helps.
Pip’s example: 6 ones + 5 ones = 11 ones. Exchange 10 ones for 1 ten.
independent-check · adaptive
g2.math.hundreds-1.v1
Find 507 + 186.
Answer: 693
Help: Work with hundreds, tens, and ones. Exchange a larger unit when it helps.
Pip’s example: 6 ones + 5 ones = 11 ones. Exchange 10 ones for 1 ten.
independent-check · adaptive
g2.math.hundreds-2.v1
Find 642 − 230.
Answer: 412
Help: Work with hundreds, tens, and ones. Exchange a larger unit when it helps.
Pip’s example: 6 ones + 5 ones = 11 ones. Exchange 10 ones for 1 ten.
independent-check · adaptive
g2.math.hundreds-3.v1
Find 704 − 152.
Answer: 552
Help: Work with hundreds, tens, and ones. Exchange a larger unit when it helps.
Pip’s example: 6 ones + 5 ones = 11 ones. Exchange 10 ones for 1 ten.
independent-check · adaptive
g2.math.hundreds-4.v1
What is ten less than 406?
Answer: 396
Help: Think about taking away one ten. You may need an exchange.
Pip’s example: 6 ones + 5 ones = 11 ones. Exchange 10 ones for 1 ten.
independent-check · adaptive
g2.math.ten-less.v1
What is one hundred more than 580?
Answer: 680
Help: The value changes by one hundred.
Pip’s example: 6 ones + 5 ones = 11 ones. Exchange 10 ones for 1 ten.
independent-check · adaptive
g2.math.hundred-more.v1

math · Add up to four two-digit numbers (3 activities)

Idaho Mathematics · January 3, 2022 · 2.NBT.B.6

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

Add 12 + 18 + 20 + 10.
Answer: 60
Help: Group addends that make helpful totals. Check that each addend is included once.
Pip’s example: Pair 16 and 24 to make 40.
independent-check · adaptive
g2.math.four-addends-0.v1
Add 23 + 17 + 14 + 16.
Answer: 70
Help: Group addends that make helpful totals. Check that each addend is included once.
Pip’s example: Pair 16 and 24 to make 40.
independent-check · adaptive
g2.math.four-addends-1.v1
Add 15 + 25 + 12 + 18.
Answer: 70
Help: Group addends that make helpful totals. Check that each addend is included once.
Pip’s example: Pair 16 and 24 to make 40.
independent-check · adaptive
g2.math.four-addends-2.v1

math · Solve one-step word problems with different unknowns (10 activities)

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

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

There are 28 shells in a tray. Jo adds 16 more. How many shells are there now?
Answer: 44
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: A box had some cards. Add 9 cards to make 22.
independent-check · adaptive
g2.math.story-join.v1
A pretend shop has 63 cards. It gives away 27. How many remain?
Answer: 36
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: A box had some cards. Add 9 cards to make 22.
independent-check · adaptive
g2.math.story-take.v1
Some birds were by the pond. After 12 more arrived, there were 35. How many were there first?
Answer: 23
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: A box had some cards. Add 9 cards to make 22.
independent-check · adaptive
g2.math.story-missing-start.v1
A collection has 26 stones. How many more are needed to have 50?
Answer: 24
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: A box had some cards. Add 9 cards to make 22.
independent-check · adaptive
g2.math.story-missing-add.v1
Mia has 48 beads and Lee has 29. How many more beads does Mia have?
Answer: 19
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: A box had some cards. Add 9 cards to make 22.
independent-check · adaptive
g2.math.story-difference.v1
Pip has 52 seeds. Jo has 18 fewer. How many does Jo have?
Answer: 34
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: A box had some cards. Add 9 cards to make 22.
independent-check · adaptive
g2.math.story-smaller.v1
A blue ribbon is 37 cm long. A red ribbon is 15 cm longer. How long is the red ribbon?
Answer: 52
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: A box had some cards. Add 9 cards to make 22.
independent-check · adaptive
g2.math.story-larger.v1
There were 71 stickers. Now there are 46. How many were used?
Answer: 25
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: A box had some cards. Add 9 cards to make 22.
independent-check · adaptive
g2.math.story-removed.v1
A class has 32 books. 14 are on a table; the rest are on a shelf. How many are on the shelf?
Answer: 18
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: A box had some cards. Add 9 cards to make 22.
independent-check · adaptive
g2.math.story-unknown-part.v1
A box has 25 red blocks and 36 blue blocks. How many blocks are in the box?
Answer: 61
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: A box had some cards. Add 9 cards to make 22.
independent-check · adaptive
g2.math.story-unknown-total.v1

math · Solve two-step story problems within 100 (5 activities)

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

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

A garden has 24 flowers. Children plant 18 more, then 12 more. How many flowers are there?
Answer: 54
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Start with 20 beads. Add 15: now there are 35.
independent-check · adaptive
g2.math.story-two-join.v1
A tray has 35 counters. Add 17, then remove 9. How many remain?
Answer: 43
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Start with 20 beads. Add 15: now there are 35.
independent-check · adaptive
g2.math.story-join-take.v1
There are 62 paper stars. Give away 25, then make 16 more. How many are there?
Answer: 53
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Start with 20 beads. Add 15: now there are 35.
independent-check · adaptive
g2.math.story-take-join.v1
A pretend shop has 80 cards. It sells 23 in the morning and 19 later. How many remain?
Answer: 38
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Start with 20 beads. Add 15: now there are 35.
independent-check · adaptive
g2.math.story-two-take.v1
One team gathers 18 leaves and another gathers 24. How many more leaves do they need together to reach 50?
Answer: 8
Help: Show what is known and what is missing. You can draw, use objects, or write an equation.
Pip’s example: Start with 20 beads. Add 15: now there are 35.
independent-check · adaptive
g2.math.story-combine-compare.v1

math · Classify numbers as odd or even using pairs (2 activities)

Idaho Mathematics · January 3, 2022 · 2.OA.C.3

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

Pair up 13 counters. Is 13 odd or even?
Choices: odd · even
Answer: odd
Help: Make pairs. Check whether one counter is left.
Pip’s example: Put two counters together. That is one pair.
independent-check · adaptive
g2.math.odd.v1
Pair up 18 counters. Is 18 odd or even?
Choices: even · odd
Answer: even
Help: Make pairs and check for a leftover.
Pip’s example: Put two counters together. That is one pair.
independent-check · adaptive
g2.math.even.v1

math · Count equal-addend arrays (3 activities)

Idaho Mathematics · January 3, 2022 · 2.OA.C.4

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

There are 3 equal rows with 4 counters in each row. How many counters?
Answer: 12
Help: Add the same number for each row.
Pip’s example: There are 2 rows with 5 counters in each.
independent-check · adaptive
g2.math.array-0.v1
There are 5 equal rows with 2 counters in each row. How many counters?
Answer: 10
Help: Add the same number for each row.
Pip’s example: There are 2 rows with 5 counters in each.
independent-check · adaptive
g2.math.array-1.v1
There are 4 equal rows with 4 counters in each row. How many counters?
Answer: 16
Help: Add the same number for each row.
Pip’s example: There are 2 rows with 5 counters in each.
independent-check · adaptive
g2.math.array-2.v1

math · Read equal length units and differences (5 activities)

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

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

How many equal units long is this model ribbon?
Answer: 7
Help: Count each equal section once.
Pip’s example: A strip is 9 cm long and another is 6 cm long.
independent-check · adaptive
g2.math.ribbon-units.v1
How many equal units long is this shorter model ribbon?
Answer: 4
Help: Count the equal spaces.
Pip’s example: A strip is 9 cm long and another is 6 cm long.
independent-check · adaptive
g2.math.ribbon-short.v1
A ribbon is 19 cm and a string is 12 cm. How many centimeters longer is the ribbon?
Answer: 7
Help: Compare amounts measured in the same unit.
Pip’s example: A strip is 9 cm long and another is 6 cm long.
independent-check · adaptive
g2.math.length-difference.v1
Start at 26 on a number line. Move 18 spaces forward. Where do you land?
Answer: 44
Help: Split the move into tens and ones.
Pip’s example: A strip is 9 cm long and another is 6 cm long.
independent-check · adaptive
g2.math.line-add.v1
Start at 51 on a number line. Move 16 spaces back. Where do you land?
Answer: 35
Help: Keep the spaces equal as you move back.
Pip’s example: A strip is 9 cm long and another is 6 cm long.
independent-check · adaptive
g2.math.line-back.v1

math · Choose, estimate, and use length tools (5 activities)

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

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

Measure a pencil in centimeters, starting at zero.
Help: Ask a grown-up for a safe ruler or tape. Estimate first, line up the zero, and record what you notice on your own paper. Explain your tool and unit.
Pip’s example: Estimate: I think it is about 10 cm long.
adult-observation · adaptive
g2.math.measure-real-0.v1
Measure a table edge using a suitable tool.
Help: Ask a grown-up for a safe ruler or tape. Estimate first, line up the zero, and record what you notice on your own paper. Explain your tool and unit.
Pip’s example: Estimate: I think it is about 10 cm long.
adult-observation · adaptive
g2.math.measure-real-1.v1
Measure the same book in inches and centimeters, and compare the counts.
Help: Ask a grown-up for a safe ruler or tape. Estimate first, line up the zero, and record what you notice on your own paper. Explain your tool and unit.
Pip’s example: Estimate: I think it is about 10 cm long.
adult-observation · adaptive
g2.math.measure-real-2.v1
Measure two safe objects, then describe their difference using the same unit.
Help: Ask a grown-up for a safe ruler or tape. Estimate first, line up the zero, and record what you notice on your own paper. Explain your tool and unit.
Pip’s example: Estimate: I think it is about 10 cm long.
adult-observation · adaptive
g2.math.measure-real-3.v1
Measure a short floor path, first estimating and then measuring.
Help: Ask a grown-up for a safe ruler or tape. Estimate first, line up the zero, and record what you notice on your own paper. Explain your tool and unit.
Pip’s example: Estimate: I think it is about 10 cm long.
adult-observation · adaptive
g2.math.measure-real-4.v1

math · Read a clock to five minutes (5 activities)

Idaho Mathematics · January 3, 2022 · 2.MD.C.7

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

What time does this clock show?
Choices: 2:15 · 2:20 · 3:15
Answer: 2:15
Help: Count the minute hand by fives; use the short hand for the hour. Tell a grown-up something you might do at this time in the morning or evening.
Pip’s example: The long hand points to 4. Count 5, 10, 15, 20 minutes.
independent-check · adaptive
g2.math.clock-0.v1
What time does this clock show?
Choices: 4:35 · 4:40 · 5:35
Answer: 4:35
Help: Count the minute hand by fives; use the short hand for the hour. Tell a grown-up something you might do at this time in the morning or evening.
Pip’s example: The long hand points to 4. Count 5, 10, 15, 20 minutes.
independent-check · adaptive
g2.math.clock-1.v1
What time does this clock show?
Choices: 7:05 · 7:10 · 8:05
Answer: 7:05
Help: Count the minute hand by fives; use the short hand for the hour. Tell a grown-up something you might do at this time in the morning or evening.
Pip’s example: The long hand points to 4. Count 5, 10, 15, 20 minutes.
independent-check · adaptive
g2.math.clock-2.v1
What time does this clock show?
Choices: 9:50 · 9:55 · 10:50
Answer: 9:50
Help: Count the minute hand by fives; use the short hand for the hour. Tell a grown-up something you might do at this time in the morning or evening.
Pip’s example: The long hand points to 4. Count 5, 10, 15, 20 minutes.
independent-check · adaptive
g2.math.clock-3.v1
What time does this clock show?
Choices: 11:40 · 11:45 · 12:40
Answer: 11:40
Help: Count the minute hand by fives; use the short hand for the hour. Tell a grown-up something you might do at this time in the morning or evening.
Pip’s example: The long hand points to 4. Count 5, 10, 15, 20 minutes.
independent-check · adaptive
g2.math.clock-4.v1

math · Solve coin and dollar stories (5 activities)

Idaho Mathematics · January 3, 2022 · 2.MD.C.8

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

You have one quarter and two dimes. How many cents?
Answer: 45
Help: A quarter is 25 cents. A dime is 10 cents.
Pip’s example: One quarter is 25 cents.
independent-check · adaptive
g2.math.coins-quarter-dimes.v1
Three nickels and four pennies make how many cents?
Answer: 19
Help: A nickel is 5 cents. A penny is 1 cent.
Pip’s example: One quarter is 25 cents.
independent-check · adaptive
g2.math.coins-nickels.v1
A pretend pencil costs 35 cents. You pay 50 cents. How many cents come back?
Answer: 15
Help: Compare the price with the amount paid.
Pip’s example: One quarter is 25 cents.
independent-check · adaptive
g2.math.coin-change.v1
A pretend book costs $6. You pay $10. How many dollars come back?
Answer: 4
Help: The price plus the change equals the money paid.
Pip’s example: One quarter is 25 cents.
independent-check · adaptive
g2.math.dollar-change.v1
Which shows seventy-five cents?
Choices: 75¢ · $75 · 7¢
Answer: 75¢
Help: Check the symbol as well as the digits.
Pip’s example: One quarter is 25 cents.
independent-check · adaptive
g2.math.money-writing.v1

math · Read single-unit graphs and line plots (5 activities)

Idaho Mathematics · January 3, 2022 · 2.MD.D.9–10

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

Each dot is one vote. How many votes altogether?
Answer: 12
Help: Use the key and include every category.
Pip’s example: A fruit graph has 4 apple dots and 2 pear dots. Each dot is one vote.
independent-check · adaptive
g2.math.graph-total.v1
How many more votes for blue than yellow?
Answer: 3
Help: Each dot is one vote. Compare the two rows.
Pip’s example: A fruit graph has 4 apple dots and 2 pear dots. Each dot is one vote.
independent-check · adaptive
g2.math.graph-difference.v1
How many votes are for cats and dogs together?
Answer: 11
Help: Add only the two named categories.
Pip’s example: A fruit graph has 4 apple dots and 2 pear dots. Each dot is one vote.
independent-check · adaptive
g2.math.graph-missing.v1
These marks show measured leaf lengths in centimeters. How many leaves were 4 cm long?
Answer: 3
Help: Each X stands for one measured leaf.
Pip’s example: A fruit graph has 4 apple dots and 2 pear dots. Each dot is one vote.
independent-check · adaptive
g2.math.plot-four.v1
How many pencils were measured in this line plot?
Answer: 7
Help: Each X is one pencil. Count all marks.
Pip’s example: A fruit graph has 4 apple dots and 2 pear dots. Each dot is one vote.
independent-check · adaptive
g2.math.plot-total.v1

math · Identify shapes from their attributes (2 activities)

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

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

Which shape has five straight sides?
Choices: pentagon · triangle · hexagon
Answer: pentagon
Help: Count the sides, not the size.
Pip’s example: Trace a triangle’s edge. Count its 3 straight sides.
independent-check · adaptive
g2.math.shape-pentagon.v1
Which solid has six square faces?
Choices: cube · sphere · cone
Answer: cube
Help: Think about the flat faces.
Pip’s example: Trace a triangle’s edge. Count its 3 straight sides.
independent-check · adaptive
g2.math.shape-cube.v1

math · Partition shapes into equal shares or rows (3 activities)

Idaho Mathematics · January 3, 2022 · 2.G.A.2–3

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

Draw a rectangle with three equal rows and four equal columns. Count its small squares.
Help: Use the paper or draw here. Equal shares must have equal area. Show a grown-up how you checked.
Pip’s example: Draw a rectangle. Split it into 2 equal rows.
adult-observation · adaptive
g2.math.shares-0.v1
Draw two different ways to split a rectangle into four equal shares. Explain how you know they are equal.
Help: Use the paper or draw here. Equal shares must have equal area. Show a grown-up how you checked.
Pip’s example: Draw a rectangle. Split it into 2 equal rows.
adult-observation · adaptive
g2.math.shares-1.v1
Show halves, thirds, and fourths using three equal-sized paper rectangles. Name one share in each.
Help: Use the paper or draw here. Equal shares must have equal area. Show a grown-up how you checked.
Pip’s example: Draw a rectangle. Split it into 2 equal rows.
adult-observation · adaptive
g2.math.shares-2.v1

science · Classify materials using an observed property (8 activities)

Idaho Science · January 3, 2022 · 2-PS-1.1

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

A sample bends without breaking. Which property did you observe?
Choices: flexibility · color · length
Answer: flexibility
Help: Use the stated observation rather than guessing an unseen property.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.property-0.v1
A towel takes in a drop of water. Which property is being tested?
Choices: absorbency · brightness · shape
Answer: absorbency
Help: Use the stated observation rather than guessing an unseen property.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.property-1.v1
Two samples are red but one is rough and one is smooth. How can you sort them into different groups?
Choices: by texture · by red color · by their shared color
Answer: by texture
Help: Use the stated observation rather than guessing an unseen property.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.property-2.v1
One material lets you see an object clearly through it. What did you observe?
Choices: It is transparent. · It is very heavy. · It is always soft.
Answer: It is transparent.
Help: Use the stated observation rather than guessing an unseen property.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.property-3.v1
A stiff ruler and a soft cloth have different ability to bend. Which is more flexible?
Choices: the cloth · the ruler · both must bend equally
Answer: the cloth
Help: Use the stated observation rather than guessing an unseen property.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.property-4.v1
A liquid takes the shape of its cup. What observation is about its shape?
Choices: Its shape changes with the container. · It must be blue. · It cannot be poured.
Answer: Its shape changes with the container.
Help: Use the stated observation rather than guessing an unseen property.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.property-5.v1
A wooden block keeps its own shape when moved between bowls. Which description fits this observation?
Choices: solid · liquid · invisible
Answer: solid
Help: Use the stated observation rather than guessing an unseen property.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.property-6.v1
You group three samples because all feel smooth. What is your rule?
Choices: surface texture · favorite name · time of day
Answer: surface texture
Help: Use the stated observation rather than guessing an unseen property.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.property-7.v1

science · Investigate and record material properties (7 activities)

Idaho Science · January 3, 2022 · 2-PS-1.1

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

Investigate: sort safe paper and cloth scraps by how they bend.
Help: Ask a grown-up to choose clean, safe samples. Do not taste materials. Explain a property you actually observed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.property-test-0.v1
Investigate: compare the textures of three safe objects by sight and gentle touch.
Help: Ask a grown-up to choose clean, safe samples. Do not taste materials. Explain a property you actually observed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.property-test-1.v1
Investigate: find two objects made from different materials but with the same color.
Help: Ask a grown-up to choose clean, safe samples. Do not taste materials. Explain a property you actually observed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.property-test-2.v1
Investigate: sort safe solid objects by whether they keep their shape.
Help: Ask a grown-up to choose clean, safe samples. Do not taste materials. Explain a property you actually observed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.property-test-3.v1
Investigate: compare a clear plastic lid and a card by looking through them.
Help: Ask a grown-up to choose clean, safe samples. Do not taste materials. Explain a property you actually observed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.property-test-4.v1
Investigate: test a paper towel and a plastic sheet with a small drop of water.
Help: Ask a grown-up to choose clean, safe samples. Do not taste materials. Explain a property you actually observed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.property-test-5.v1
Investigate: invent a property-based sorting rule, then ask a grown-up to use it.
Help: Ask a grown-up to choose clean, safe samples. Do not taste materials. Explain a property you actually observed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.property-test-6.v1

science · Choose a material using provided test results (8 activities)

Idaho Science · January 3, 2022 · 2-PS-1.2

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

Use these sample test results: which material could keep a pretend roof from leaking?
Waxed paper stayed dry underneath. Tissue became wet underneath.
Choices: waxed paper · tissue · The results do not compare materials.
Answer: waxed paper
Help: Match the tested property to the stated purpose.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.test-data-0.v1
Use these sample test results: which material could soak up a spill?
A sponge took in water. A plastic lid did not.
Choices: sponge · plastic lid · The results do not compare materials.
Answer: sponge
Help: Match the tested property to the stated purpose.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.test-data-1.v1
Use these sample test results: which material could make a bendable book strap?
Cloth bent around the book. Stiff card cracked when bent.
Choices: cloth · stiff card · The results do not compare materials.
Answer: cloth
Help: Match the tested property to the stated purpose.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.test-data-2.v1
Use these sample test results: which material could make a window in a model?
Clear plastic let a picture be seen. Thick card hid it.
Choices: clear plastic · thick card · The results do not compare materials.
Answer: clear plastic
Help: Match the tested property to the stated purpose.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.test-data-3.v1
Use these sample test results: which material could protect a drawing from a small water drop?
A plastic sleeve kept the drawing dry. Thin paper let water through.
Choices: plastic sleeve · thin paper · The results do not compare materials.
Answer: plastic sleeve
Help: Match the tested property to the stated purpose.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.test-data-4.v1
Use these sample test results: which material could make a model bridge that holds counters?
Folded card held the test counters. Tissue sagged under them.
Choices: folded card · tissue · The results do not compare materials.
Answer: folded card
Help: Match the tested property to the stated purpose.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.test-data-5.v1
Use these sample test results: which material could make a soft cushion for a toy?
A cloth pad felt soft. A flat wooden piece felt hard.
Choices: cloth pad · wooden piece · The results do not compare materials.
Answer: cloth pad
Help: Match the tested property to the stated purpose.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.test-data-6.v1
Use these sample test results: which material could make a wiping cloth?
Cotton took in water and bent easily. A hard tile did neither.
Choices: cotton · hard tile · The results do not compare materials.
Answer: cotton
Help: Match the tested property to the stated purpose.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.test-data-7.v1

science · Test a material for an intended purpose (7 activities)

Idaho Science · January 3, 2022 · 2-PS-1.2

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

Compare two materials for a cover for a pretend outdoor sign.
Help: Name the property you need. Choose safe samples with a grown-up, test them the same way, and explain which result supports your choice.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.design-0.v1
Compare two materials for a small bridge for a toy.
Help: Name the property you need. Choose safe samples with a grown-up, test them the same way, and explain which result supports your choice.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.design-1.v1
Compare two materials for a pad that protects a paper drawing.
Help: Name the property you need. Choose safe samples with a grown-up, test them the same way, and explain which result supports your choice.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.design-2.v1
Compare two materials for a strip that bends around a box.
Help: Name the property you need. Choose safe samples with a grown-up, test them the same way, and explain which result supports your choice.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.design-3.v1
Compare two materials for a container liner for a few drops of water.
Help: Name the property you need. Choose safe samples with a grown-up, test them the same way, and explain which result supports your choice.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.design-4.v1
Compare two materials for a soft seat for a pretend passenger.
Help: Name the property you need. Choose safe samples with a grown-up, test them the same way, and explain which result supports your choice.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.design-5.v1
Compare two materials for a window for a cardboard room.
Help: Name the property you need. Choose safe samples with a grown-up, test them the same way, and explain which result supports your choice.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.design-6.v1

science · Rebuild with the same set of components (10 activities)

Idaho Science · January 3, 2022 · 2-PS-1.3

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

Use the same safe building pieces to make a wall and then a tower.
Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.rebuild-0.v1
Use the same safe building pieces to make a bridge and then a gate.
Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.rebuild-1.v1
Use the same safe building pieces to make a wide house and then a narrow house.
Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.rebuild-2.v1
Use the same safe building pieces to make a flat path and then stairs.
Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.rebuild-3.v1
Use the same safe building pieces to make a letter shape and then a number shape.
Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.rebuild-4.v1
Use the same safe building pieces to make a pen for a toy animal and then a shelter.
Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.rebuild-5.v1
Use the same safe building pieces to make a long train and then a short wide vehicle.
Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.rebuild-6.v1
Use the same safe building pieces to make a square frame and then a rectangle frame.
Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.rebuild-7.v1
Use the same safe building pieces to make a low platform and then a tall platform.
Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.rebuild-8.v1
Use the same safe building pieces to make your own two different useful objects.
Help: Count or sketch the pieces before and after. Explain how a different arrangement changed the object without adding new material.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.rebuild-9.v1

science · Use observations about reversible temperature changes (5 activities)

Idaho Science · January 3, 2022 · 2-PS-1.4

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

An ice cube melted. A grown-up froze the water into ice again. What does this show?
Choices: This change can be reversed. · The water disappeared forever. · Every change is permanent.
Answer: This change can be reversed.
Help: Use the before-and-after observations to support your answer.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.change-data-0.v1
A grown-up cooked an egg. Cooling it did not make it raw again. Which claim fits?
Choices: This cooking change did not reverse by cooling. · Every cooling change makes a raw egg. · The egg became ice.
Answer: This cooking change did not reverse by cooling.
Help: Use the before-and-after observations to support your answer.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.change-data-1.v1
Butter softened in warmth and became firm again when cooled. What is evidence of reversal?
Choices: It became firm again. · It had a name. · It was on a plate.
Answer: It became firm again.
Help: Use the before-and-after observations to support your answer.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.change-data-2.v1
Two pictures show liquid water before freezing and solid ice afterward. What changed?
Choices: the form of the water · water became metal · the water stopped being matter
Answer: the form of the water
Help: Use the before-and-after observations to support your answer.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.change-data-3.v1
A baked loaf cooled but did not turn back into dough. Which observation supports that?
Choices: It stayed a baked loaf after cooling. · It was near a table. · The plate had a pattern.
Answer: It stayed a baked loaf after cooling.
Help: Use the before-and-after observations to support your answer.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.change-data-4.v1

science · Explain temperature-change evidence with an adult (5 activities)

Idaho Science · January 3, 2022 · 2-PS-1.4

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

With a grown-up, compare adult-provided pictures of melting ice and a cooked egg.
Help: Use pictures or a grown-up’s observations. Children do not handle hot equipment, hot substances, or unknown materials. Explain the evidence rather than just naming the change.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.change-observe-0.v1
With a grown-up, explain an adult’s record of water freezing and later melting.
Help: Use pictures or a grown-up’s observations. Children do not handle hot equipment, hot substances, or unknown materials. Explain the evidence rather than just naming the change.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.change-observe-1.v1
With a grown-up, compare a softened-and-cooled butter observation with a baked-bread observation.
Help: Use pictures or a grown-up’s observations. Children do not handle hot equipment, hot substances, or unknown materials. Explain the evidence rather than just naming the change.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.change-observe-2.v1
With a grown-up, sort adult-provided temperature-change pictures by whether a change was reversed.
Help: Use pictures or a grown-up’s observations. Children do not handle hot equipment, hot substances, or unknown materials. Explain the evidence rather than just naming the change.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.change-observe-3.v1
With a grown-up, draw before-and-after evidence for one reversible change and one change that did not reverse.
Help: Use pictures or a grown-up’s observations. Children do not handle hot equipment, hot substances, or unknown materials. Explain the evidence rather than just naming the change.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.change-observe-4.v1

science · Investigate one variable in plant growth (15 activities)

Idaho Science · January 3, 2022 · 2-LS-1.1

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

Plant investigation: a fair light comparison.
Help: Use similar plants and the same water and soil. Change only the light. Predict what you may notice. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Plan with a grown-up and make a starting record.
2. Return on another day, observe, and add to your paper record.
3. Compare the observations and explain what the evidence suggests.
adult-observation · adaptive
g2.science.plant-0.v1
Plant investigation: a fair water comparison.
Help: Use similar plants in the same light and soil. Let a grown-up choose two safe watering plans. Change only water. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Plan with a grown-up and make a starting record.
2. Return on another day, observe, and add to your paper record.
3. Compare the observations and explain what the evidence suggests.
adult-observation · adaptive
g2.science.plant-1.v1
Plant investigation: a starting record.
Help: Before a light investigation, draw both plants and label which condition each will have. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Plan with a grown-up and make a starting record.
2. Return on another day, observe, and add to your paper record.
3. Compare the observations and explain what the evidence suggests.
adult-observation · adaptive
g2.science.plant-2.v1
Plant investigation: a growth diary.
Help: Revisit a light comparison on several days. Keep water the same and draw changes in each plant. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Plan with a grown-up and make a starting record.
2. Return on another day, observe, and add to your paper record.
3. Compare the observations and explain what the evidence suggests.
adult-observation · adaptive
g2.science.plant-3.v1
Plant investigation: leaf observations.
Help: During a water comparison, record leaf appearance as well as height. Keep the other conditions alike. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Plan with a grown-up and make a starting record.
2. Return on another day, observe, and add to your paper record.
3. Compare the observations and explain what the evidence suggests.
adult-observation · adaptive
g2.science.plant-4.v1
Plant investigation: an unexpected result.
Help: If plants do not match your prediction, describe what you observed and check whether more than one condition changed. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Plan with a grown-up and make a starting record.
2. Return on another day, observe, and add to your paper record.
3. Compare the observations and explain what the evidence suggests.
adult-observation · adaptive
g2.science.plant-5.v1
Plant investigation: a follow-up question.
Help: After observing a plant comparison, ask a new question about light or water that changes just one condition. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Plan with a grown-up and make a starting record.
2. Return on another day, observe, and add to your paper record.
3. Compare the observations and explain what the evidence suggests.
adult-observation · adaptive
g2.science.plant-6.v1
Plant investigation: a fair-test repair.
Help: A pretend test changed both light and water. Draw a better plan that changes just one. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Plan with a grown-up and make a starting record.
2. Return on another day, observe, and add to your paper record.
3. Compare the observations and explain what the evidence suggests.
adult-observation · adaptive
g2.science.plant-7.v1
Plant investigation: a measurement plan.
Help: Choose a consistent way to compare plant growth across days. Ask a grown-up to help measure from the same starting point. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Plan with a grown-up and make a starting record.
2. Return on another day, observe, and add to your paper record.
3. Compare the observations and explain what the evidence suggests.
adult-observation · adaptive
g2.science.plant-8.v1
Plant investigation: a water record.
Help: Record the watering plan for both plants in a light test so you can check that water stayed the same. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Plan with a grown-up and make a starting record.
2. Return on another day, observe, and add to your paper record.
3. Compare the observations and explain what the evidence suggests.
adult-observation · adaptive
g2.science.plant-9.v1
Plant investigation: a light record.
Help: Record where each plant is placed in a water test so you can check the light conditions. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Plan with a grown-up and make a starting record.
2. Return on another day, observe, and add to your paper record.
3. Compare the observations and explain what the evidence suggests.
adult-observation · adaptive
g2.science.plant-10.v1
Plant investigation: a comparison drawing.
Help: Draw both plants on the same observation day and label a similarity and a difference. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Plan with a grown-up and make a starting record.
2. Return on another day, observe, and add to your paper record.
3. Compare the observations and explain what the evidence suggests.
adult-observation · adaptive
g2.science.plant-11.v1
Plant investigation: a claim from evidence.
Help: Use at least two observations from a light investigation to explain what light seemed to change. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Plan with a grown-up and make a starting record.
2. Return on another day, observe, and add to your paper record.
3. Compare the observations and explain what the evidence suggests.
adult-observation · adaptive
g2.science.plant-12.v1
Plant investigation: another claim from evidence.
Help: Use observations from a water investigation to explain what water seemed to change. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Plan with a grown-up and make a starting record.
2. Return on another day, observe, and add to your paper record.
3. Compare the observations and explain what the evidence suggests.
adult-observation · adaptive
g2.science.plant-13.v1
Plant investigation: a careful conclusion.
Help: Tell what your small investigation suggests and one reason another test could be useful. Work with a grown-up. Keep notes on your own paper and return over several days; no timer is needed.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Plan with a grown-up and make a starting record.
2. Return on another day, observe, and add to your paper record.
3. Compare the observations and explain what the evidence suggests.
adult-observation · adaptive
g2.science.plant-14.v1

science · Explain a model of animal–plant interaction (5 activities)

Idaho Science · January 3, 2022 · 2-LS-1.2

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

A model uses a fuzzy pretend bee to move paper dots from one paper flower to another. What do the dots represent?
Choices: pollen · rocks · rain
Answer: pollen
Help: Explain what the parts of the model stand for.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.seed-model-0.v1
A model seed has hooks that catch on cloth. What could the cloth represent?
Choices: an animal’s fur · the inside of a seed · a mountain
Answer: an animal’s fur
Help: Explain what the parts of the model stand for.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.seed-model-1.v1
A bird model carries a pretend fruit away before its seeds reach the ground. What interaction does this model show?
Choices: an animal moving seeds · a rock growing leaves · water turning into light
Answer: an animal moving seeds
Help: Explain what the parts of the model stand for.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.seed-model-2.v1
Why should a model show two flowers when explaining pollen moving between flowers?
Choices: It shows the starting and receiving places. · Every plant has exactly two flowers. · Models must always have two parts.
Answer: It shows the starting and receiving places.
Help: Explain what the parts of the model stand for.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.seed-model-3.v1
Which statement honestly describes a paper pollination model?
Choices: It shows one idea but is not a real living flower. · It proves a plant grew seeds today. · It shows every part of a plant’s life.
Answer: It shows one idea but is not a real living flower.
Help: Explain what the parts of the model stand for.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.seed-model-4.v1

science · Develop a seed or pollination model (5 activities)

Idaho Science · January 3, 2022 · 2-LS-1.2

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

Make a safe model of a furry visitor carrying pretend pollen between flowers.
Help: Use paper or large safe pieces with a grown-up. Avoid powders, real insects, and tasting seeds. Explain what the model shows and one thing it leaves out.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.seed-build-0.v1
Make a safe model of a hooked seed catching on a cloth animal.
Help: Use paper or large safe pieces with a grown-up. Avoid powders, real insects, and tasting seeds. Explain what the model shows and one thing it leaves out.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.seed-build-1.v1
Make a safe model of a bird carrying a pretend fruit and leaving seeds elsewhere.
Help: Use paper or large safe pieces with a grown-up. Avoid powders, real insects, and tasting seeds. Explain what the model shows and one thing it leaves out.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.seed-build-2.v1
Make a safe model of two designs for a seed that can hitch a ride on cloth.
Help: Use paper or large safe pieces with a grown-up. Avoid powders, real insects, and tasting seeds. Explain what the model shows and one thing it leaves out.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.seed-build-3.v1
Make a safe model of a labeled drawing showing how an animal helps a plant reproduce.
Help: Use paper or large safe pieces with a grown-up. Avoid powders, real insects, and tasting seeds. Explain what the model shows and one thing it leaves out.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.seed-build-4.v1

science · Compare observed diversity in two habitats (5 activities)

Idaho Science · January 3, 2022 · 2-LS-2.1

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

At a pond, observers recorded 3 kinds of plants and 4 kinds of animals. In a lawn, they recorded 2 kinds of plants and 1 kind of animal. Which record has more kinds?
Choices: the pond record · the lawn record · the records have equal kinds
Answer: the pond record
Help: Compare what was actually recorded. A short observation can miss living things.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.habitat-data-0.v1
Area A has 20 ants, all one kind. Area B has a bird, a beetle, and a worm. Which record shows more animal kinds?
Choices: Area B · Area A · both show one kind
Answer: Area B
Help: Compare what was actually recorded. A short observation can miss living things.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.habitat-data-1.v1
Two groups saw different plants in sunny and shady spots. What is a useful next step?
Choices: Record observations from both spots. · Assume no plants live in shade. · Erase the different observations.
Answer: Record observations from both spots.
Help: Compare what was actually recorded. A short observation can miss living things.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.habitat-data-2.v1
A short visit found no animals in a patch. What can you conclude?
Choices: No animals were observed during that visit. · Animals never live there. · All habitats are empty.
Answer: No animals were observed during that visit.
Help: Compare what was actually recorded. A short observation can miss living things.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.habitat-data-3.v1
One record lists grass and a flowering plant in both areas, but moss only in Area B. Which is a difference?
Choices: Moss was recorded only in Area B. · Both records include grass. · Both areas had exactly one plant kind.
Answer: Moss was recorded only in Area B.
Help: Compare what was actually recorded. A short observation can miss living things.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.habitat-data-4.v1

science · Observe diversity with an adult (5 activities)

Idaho Science · January 3, 2022 · 2-LS-2.1

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

Observe and compare plant kinds in two safe nearby spots.
Help: Stay with a grown-up, use pictures if needed, and leave living things alone. Record different kinds, not just the total number of individuals.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.habitat-observe-0.v1
Observe and compare living things in two adult-provided habitat photographs.
Help: Stay with a grown-up, use pictures if needed, and leave living things alone. Record different kinds, not just the total number of individuals.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.habitat-observe-1.v1
Observe and observe a sunny and a shady patch without disturbing them.
Help: Stay with a grown-up, use pictures if needed, and leave living things alone. Record different kinds, not just the total number of individuals.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.habitat-observe-2.v1
Observe and compare a pond photograph and a garden photograph.
Help: Stay with a grown-up, use pictures if needed, and leave living things alone. Record different kinds, not just the total number of individuals.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.habitat-observe-3.v1
Observe and revisit one safe area and compare your new record with the first.
Help: Stay with a grown-up, use pictures if needed, and leave living things alone. Record different kinds, not just the total number of individuals.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.habitat-observe-4.v1

science · Compare evidence of fast and slow Earth changes (5 activities)

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

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

What do these two sources suggest about this earthquake?
One report describes ground shaking suddenly. A second shows a road displaced just after the shaking.
Choices: a sudden change · a gradual change · no Earth change happened
Answer: a sudden change
Help: Use both sources. Other changes in the same place can happen at different speeds.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.earth-0.v1
What do these two sources suggest about this river valley?
Old and newer landscape pictures show a river slowly wearing away rock. A diagram shows material being carried away over time.
Choices: a gradual change · a sudden change · no Earth change happened
Answer: a gradual change
Help: Use both sources. Other changes in the same place can happen at different speeds.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.earth-1.v1
What do these two sources suggest about this rockfall?
A before-and-after camera record shows rocks falling down a slope in one event. A witness describes a sudden rumble.
Choices: a sudden change · a gradual change · no Earth change happened
Answer: a sudden change
Help: Use both sources. Other changes in the same place can happen at different speeds.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.earth-2.v1
What do these two sources suggest about this shoreline?
A series of pictures taken far apart shows a shoreline changing bit by bit. A diagram shows waves moving sand.
Choices: a gradual change · a sudden change · no Earth change happened
Answer: a gradual change
Help: Use both sources. Other changes in the same place can happen at different speeds.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.earth-3.v1
What do these two sources suggest about this volcanic event?
A video shows an eruption sending material out quickly. A before-and-after photograph shows a newly covered area.
Choices: a sudden change · a gradual change · no Earth change happened
Answer: a sudden change
Help: Use both sources. Other changes in the same place can happen at different speeds.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.earth-4.v1

science · Compare designs that slow erosion (5 activities)

Idaho Science · January 3, 2022 · 2-ESS-2.1

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

With a grown-up, compare a bare model slope with one protected by a row of pebbles.
Help: Use a contained shallow tray and small gentle water pours. Keep the amount and starting position alike. Compare the designs using moved material as evidence. The tray is a model of land, not proof about every real landscape.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.erosion-0.v1
With a grown-up, compare two differently placed barriers in a shallow model tray.
Help: Use a contained shallow tray and small gentle water pours. Keep the amount and starting position alike. Compare the designs using moved material as evidence. The tray is a model of land, not proof about every real landscape.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.erosion-1.v1
With a grown-up, compare a bare model surface with one covered by a cloth mat representing plants.
Help: Use a contained shallow tray and small gentle water pours. Keep the amount and starting position alike. Compare the designs using moved material as evidence. The tray is a model of land, not proof about every real landscape.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.erosion-2.v1
With a grown-up, test two designs for guiding a gentle stream of water around a model hill.
Help: Use a contained shallow tray and small gentle water pours. Keep the amount and starting position alike. Compare the designs using moved material as evidence. The tray is a model of land, not proof about every real landscape.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.erosion-3.v1
With a grown-up, improve a first barrier design after observing where material moved.
Help: Use a contained shallow tray and small gentle water pours. Keep the amount and starting position alike. Compare the designs using moved material as evidence. The tray is a model of land, not proof about every real landscape.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
1. Make a prediction and plan a safe comparison with a grown-up.
2. Observe or test. Keep a record on your own paper. Return here when ready.
3. Use an observation to explain your idea. Tell what you would try next.
adult-observation · adaptive
g2.science.erosion-4.v1

science · Model land and water and identify water forms (5 activities)

Idaho Science · January 3, 2022 · 2-ESS-2.2–3

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

Draw a model of a river crossing an area of land.
Help: Show land and water with a key. Explain where water goes; exact map scale is not required.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
adult-observation · adaptive
g2.science.land-river.v1
Build or draw a model of a lake beside hills.
Help: Label the land and water. Describe what your model represents and one detail it leaves out.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
adult-observation · adaptive
g2.science.land-lake.v1
Which is water in solid form?
Choices: ice · liquid in a pond · liquid in a river
Answer: ice
Help: Think about frozen water.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.water-ice.v1
Which list names places with liquid water?
Choices: rivers, lakes, and oceans · only mountain peaks · only dry rocks
Answer: rivers, lakes, and oceans
Help: Use observations or pictures of Earth’s water.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
independent-check · adaptive
g2.science.water-places.v1
Compare a photograph of a frozen lake with one of liquid lake water.
Help: Point to evidence for solid or liquid water. Both are water even though their forms differ.
Pip’s example: A sample test used one drop on tissue and one drop on plastic.
adult-observation · adaptive
g2.science.water-compare.v1

social-studies · Interpret a simple chronological timeline (5 activities)

Idaho Social Studies · revised November 20, 2025 · 2.SS.1.3

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

Put this pretend community timeline in order.
Sequence: A park is planned. → The path is built. → The park opens. → The path is repaired later.
Help: Think about what must happen before the next event. These are fictional examples.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.timeline-0.v1
Put this pretend community timeline in order.
Sequence: A club begins with three members. → More neighbors join. → The club plants its first garden. → The club shares its harvest.
Help: Think about what must happen before the next event. These are fictional examples.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.timeline-1.v1
Put this pretend community timeline in order.
Sequence: A library opens in one room. → Readers donate more books. → The library moves to a larger building. → A new reading area is added.
Help: Think about what must happen before the next event. These are fictional examples.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.timeline-2.v1
Put this pretend community timeline in order.
Sequence: A family writes a letter. → The letter is mailed. → A friend receives it. → The friend sends a reply.
Help: Think about what must happen before the next event. These are fictional examples.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.timeline-3.v1
Put this pretend community timeline in order.
Sequence: A town discusses a bridge. → Workers build the bridge. → People start using it. → Workers check it after several years.
Help: Think about what must happen before the next event. These are fictional examples.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.timeline-4.v1

social-studies · Discuss group roles and changes over time (5 activities)

Idaho Social Studies · revised November 20, 2025 · 2.SS.1.1

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

Tell a before-and-after story about a child who becomes a helper in a garden club.
Help: Use pretend people. Name a group the person belongs to and something that changes or stays the same about the role.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.roles-0.v1
Tell a before-and-after story about a visitor who later volunteers at a library.
Help: Use pretend people. Name a group the person belongs to and something that changes or stays the same about the role.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.roles-1.v1
Tell a before-and-after story about a team member who learns to welcome new players.
Help: Use pretend people. Name a group the person belongs to and something that changes or stays the same about the role.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.roles-2.v1
Tell a before-and-after story about a family member who learns a new shared chore.
Help: Use pretend people. Name a group the person belongs to and something that changes or stays the same about the role.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.roles-3.v1
Tell a before-and-after story about a neighbor who helps organize a park clean-up.
Help: Use pretend people. Name a group the person belongs to and something that changes or stays the same about the role.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.roles-4.v1

social-studies · Compare contemporary tribal contributions using tribal sources (15 activities)

Idaho Social Studies · revised November 20, 2025 · 2.SS.1.2

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

Name a present-day Nez Perce contribution from the card.
The Nez Perce Tribe is a tribal nation in north-central Idaho. Its language program offers learning resources. Its fisheries department works to restore fish and protect watersheds. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.tribal-source-0.v1
Explain what a language learning resource can help people do.
The Nez Perce Tribe is a tribal nation in north-central Idaho. Its language program offers learning resources. Its fisheries department works to restore fish and protect watersheds. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.tribal-source-1.v1
Find two different kinds of work named on the Nez Perce card.
The Nez Perce Tribe is a tribal nation in north-central Idaho. Its language program offers learning resources. Its fisheries department works to restore fish and protect watersheds. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.tribal-source-2.v1
Draw a connection between fish and a watershed, then explain why a care program may study both.
The Nez Perce Tribe is a tribal nation in north-central Idaho. Its language program offers learning resources. Its fisheries department works to restore fish and protect watersheds. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.tribal-source-3.v1
Ask a question you would want to research on the Tribe’s own public website.
The Nez Perce Tribe is a tribal nation in north-central Idaho. Its language program offers learning resources. Its fisheries department works to restore fish and protect watersheds. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.tribal-source-4.v1
Name a present-day Coeur d’Alene contribution from the card.
The Coeur d’Alene Tribe’s Lake Management Department works to care for water and related resources for people now and in the future. The Tribe also has education programs. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.tribal-source-5.v1
Explain why caring for water may matter to people now and later.
The Coeur d’Alene Tribe’s Lake Management Department works to care for water and related resources for people now and in the future. The Tribe also has education programs. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.tribal-source-6.v1
Find a connection between learning and community care in the Coeur d’Alene card.
The Coeur d’Alene Tribe’s Lake Management Department works to care for water and related resources for people now and in the future. The Tribe also has education programs. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.tribal-source-7.v1
Make a two-part drawing showing a water-care program and an education program.
The Coeur d’Alene Tribe’s Lake Management Department works to care for water and related resources for people now and in the future. The Tribe also has education programs. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.tribal-source-8.v1
Ask a question the short Coeur d’Alene card does not answer.
The Coeur d’Alene Tribe’s Lake Management Department works to care for water and related resources for people now and in the future. The Tribe also has education programs. These are present-day contributions described on the Tribe’s own website.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.tribal-source-9.v1
Compare a contribution named for each tribal nation.
The Nez Perce Tribe describes fisheries restoration and language learning programs. The Coeur d’Alene Tribe describes water protection and education programs. Both contribute to community life today. They are distinct tribal nations with their own histories. These examples come from their own public websites.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.tribal-source-10.v1
Explain one similarity without saying the two tribal nations are the same.
The Nez Perce Tribe describes fisheries restoration and language learning programs. The Coeur d’Alene Tribe describes water protection and education programs. Both contribute to community life today. They are distinct tribal nations with their own histories. These examples come from their own public websites.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.tribal-source-11.v1
Make a comparison chart using the two named sources.
The Nez Perce Tribe describes fisheries restoration and language learning programs. The Coeur d’Alene Tribe describes water protection and education programs. Both contribute to community life today. They are distinct tribal nations with their own histories. These examples come from their own public websites.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.tribal-source-12.v1
Explain why present-day examples belong alongside history when learning about tribal communities.
The Nez Perce Tribe describes fisheries restoration and language learning programs. The Coeur d’Alene Tribe describes water protection and education programs. Both contribute to community life today. They are distinct tribal nations with their own histories. These examples come from their own public websites.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.tribal-source-13.v1
Choose a respectful follow-up question and identify which tribal source could help.
The Nez Perce Tribe describes fisheries restoration and language learning programs. The Coeur d’Alene Tribe describes water protection and education programs. Both contribute to community life today. They are distinct tribal nations with their own histories. These examples come from their own public websites.
Sources: Nez Perce Tribe: About · Nez Perce Tribe: Fisheries · Coeur d’Alene Tribe: Lake Management · Coeur d’Alene Tribe: Education
Help: Read the source card with a grown-up. Support your idea with a detail. Do not guess private traditions or speak for all members of a community.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.tribal-source-14.v1

social-studies · Use a compass rose on a model map (10 activities)

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

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

On this model map, how do you travel from Museum to School?
Choices: north, then east · north, then west · south, then east
Answer: north, then east
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.direction-0.v2
On this model map, how do you travel from Museum to Library?
Choices: north, then west · north, then east · south, then west
Answer: north, then west
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.direction-1.v2
On this model map, how do you travel from Museum to Clinic?
Choices: south, then east · south, then west · north, then east
Answer: south, then east
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.direction-2.v2
On this model map, how do you travel from Museum to Station?
Choices: south, then west · south, then east · north, then west
Answer: south, then west
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.direction-3.v2
On this model map, how do you travel from Museum to Park?
Choices: north · east · west
Answer: north
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.direction-4.v2
On this model map, how do you travel from Museum to Garden?
Choices: east · north · south
Answer: east
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.direction-5.v2
On this model map, how do you travel from Museum to Market?
Choices: south · east · west
Answer: south
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.direction-6.v2
On this model map, how do you travel from Museum to Pond?
Choices: west · north · south
Answer: west
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.direction-7.v2
On this model map, how do you travel from Pond to Garden?
Choices: east · north · south
Answer: east
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.direction-8.v2
On this model map, how do you travel from Market to Park?
Choices: north · east · west
Answer: north
Help: Use the compass: north is up, east is right, south is down, and west is left.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.direction-9.v2

social-studies · Use a map title, key, and represented features (5 activities)

Idaho Social Studies · revised November 20, 2025 · 2.SS.2.1a,e–g

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

Map key: a blue wavy line means a river. What does a blue wavy line show?
Choices: a river · a road · a state boundary
Answer: a river
Help: Read the key before naming the feature.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.key-river.v1
Map key: a black double line means a road. Which feature was built by people?
Choices: the road · the lake · the mountain
Answer: the road
Help: Use the key and think about how the feature formed.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.key-road.v1
A dotted line in this map’s key means state boundary. What does it separate?
Choices: two states · two time periods · two books
Answer: two states
Help: A boundary marks where one area ends and another begins.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.boundary.v1
A model map says one finger-width stands for one block. What does that help you compare?
Choices: distance on the map and in the pretend place · the color of every house · the age of a building
Answer: distance on the map and in the pretend place
Help: A scale connects a map distance to a distance in the place.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.scale.v1
Draw a map of a pretend community with a title, compass rose, key, and simple distance guide.
Help: Include a natural feature and a feature built by people. Ask a grown-up to follow a route using your key.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.map-make.v1

social-studies · Locate continents, oceans, countries and boundaries with an adult (10 activities)

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

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

With a grown-up and a labeled atlas or globe, find Canada, the United States, and Mexico in North America.
Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.atlas-0.v1
With a grown-up and a labeled atlas or globe, find the Pacific and Atlantic Oceans beside North America.
Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.atlas-1.v1
With a grown-up and a labeled atlas or globe, find the Arctic Ocean north of North America.
Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.atlas-2.v1
With a grown-up and a labeled atlas or globe, locate North America and South America and compare where they are.
Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.atlas-3.v1
With a grown-up and a labeled atlas or globe, locate Europe and Asia and notice their shared land area.
Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.atlas-4.v1
With a grown-up and a labeled atlas or globe, locate Africa and the oceans beside it.
Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.atlas-5.v1
With a grown-up and a labeled atlas or globe, locate Australia and Antarctica.
Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.atlas-6.v1
With a grown-up and a labeled atlas or globe, find all five named oceans using the map labels.
Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.atlas-7.v1
With a grown-up and a labeled atlas or globe, locate Idaho and a boundary with a neighboring state.
Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.atlas-8.v1
With a grown-up and a labeled atlas or globe, find a major river, a mountain range, and a lake on a labeled map.
Help: Use a printed or digital map your grown-up chooses. Point to labels and explain one location. Ask for help if a map uses a different continent convention.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.atlas-9.v1

social-studies · Compare environments and community types (10 activities)

Idaho Social Studies · revised November 20, 2025 · 2.SS.2.2–4

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

Discuss: compare clothing for a rainy walk and a dry hot walk.
Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.place-0.v1
Discuss: compare shade needs in a sunny open area and a shaded area.
Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.place-1.v1
Discuss: compare homes shown in two adult-selected climate photographs.
Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.place-2.v1
Discuss: explain how a community depends on water.
Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.place-3.v1
Discuss: explain how soil can help meet food needs.
Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.place-4.v1
Discuss: compare a city and a rural area using provided pictures.
Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.place-5.v1
Discuss: describe a town using roads, buildings, and shared places.
Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.place-6.v1
Discuss: explain what a suburb is using a grown-up’s map.
Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.place-7.v1
Discuss: compare two ways people can travel in different communities.
Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.place-8.v1
Discuss: draw a connection between a natural resource and a community need.
Help: Use pictures, pretend examples, or a map with a grown-up. Describe evidence and avoid assuming everyone in one place lives in the same way.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.place-9.v1

social-studies · Use a simple fictional budget (5 activities)

Idaho Social Studies · revised November 20, 2025 · 2.SS.3.1

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

A pretend group has $10. It sets aside $6 for needed supplies. How many dollars are left to plan for?
Answer: 4
Help: Subtract the money already set aside. Discuss whether saving some of the rest is a useful option.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.budget-0.v1
A pretend group has $12. It sets aside $7 for needed supplies. How many dollars are left to plan for?
Answer: 5
Help: Subtract the money already set aside. Discuss whether saving some of the rest is a useful option.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.budget-1.v1
A pretend group has $15. It sets aside $9 for needed supplies. How many dollars are left to plan for?
Answer: 6
Help: Subtract the money already set aside. Discuss whether saving some of the rest is a useful option.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.budget-2.v1
A pretend group has $20. It sets aside $13 for needed supplies. How many dollars are left to plan for?
Answer: 7
Help: Subtract the money already set aside. Discuss whether saving some of the rest is a useful option.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.budget-3.v1
A pretend group has $18. It sets aside $11 for needed supplies. How many dollars are left to plan for?
Answer: 7
Help: Subtract the money already set aside. Discuss whether saving some of the rest is a useful option.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.budget-4.v1

social-studies · Distinguish work, goods, services and resources (10 activities)

Idaho Social Studies · revised November 20, 2025 · 2.SS.3.2–4

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

A baker makes bread for customers. In this example the baker is a…
Choices: producer · consumer of that bread · weather observer
Answer: producer
Help: Think about the work, who makes or uses something, and the resource involved.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.economy-0.v1
A customer buys that bread to eat. In this example the customer is a…
Choices: consumer · producer of that bread · map key
Answer: consumer
Help: Think about the work, who makes or uses something, and the resource involved.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.economy-1.v1
Which is a service?
Choices: repairing a bicycle · a loaf of bread · a new pencil
Answer: repairing a bicycle
Help: Think about the work, who makes or uses something, and the resource involved.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.economy-2.v1
What is a wage?
Choices: money earned for work · a map symbol · a kind of cloud
Answer: money earned for work
Help: Think about the work, who makes or uses something, and the resource involved.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.economy-3.v1
A community has trees grown for wood. Which work uses that resource?
Choices: making wooden furniture · measuring the ocean’s depth · naming stars
Answer: making wooden furniture
Help: Think about the work, who makes or uses something, and the resource involved.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.economy-4.v1
Explain: compare a good and a service in a pretend market.
Help: Use made-up people and amounts. Do not share your family’s income or financial details.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.economy-discuss-0.v1
Explain: show how one person can be both a producer and a consumer.
Help: Use made-up people and amounts. Do not share your family’s income or financial details.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.economy-discuss-1.v1
Explain: explain income using a fictional worker’s earnings.
Help: Use made-up people and amounts. Do not share your family’s income or financial details.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.economy-discuss-2.v1
Explain: compare wages and salary with a grown-up using a pretend example.
Help: Use made-up people and amounts. Do not share your family’s income or financial details.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.economy-discuss-3.v1
Explain: draw how a local natural resource can connect to a job.
Help: Use made-up people and amounts. Do not share your family’s income or financial details.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.economy-discuss-4.v1

social-studies · Recognize a civic document, role, symbol or idea (5 activities)

Idaho Social Studies · revised November 20, 2025 · 2.SS.4.2–5

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

Which document is the foundation for Idaho’s state laws?
Choices: Idaho’s constitution · a shopping list · a weather report
Answer: Idaho’s constitution
Help: Ask a grown-up to explain the civic word, role, or symbol and why it matters.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.civic-0.v1
Who can help explain classroom rules?
Choices: the classroom teacher · a map legend · a fictional dragon
Answer: the classroom teacher
Help: Ask a grown-up to explain the civic word, role, or symbol and why it matters.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.civic-1.v1
Which is a well-known United States landmark?
Choices: the Statue of Liberty · a pretend garden shed · a classroom pencil
Answer: the Statue of Liberty
Help: Ask a grown-up to explain the civic word, role, or symbol and why it matters.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.civic-2.v1
Which bird is a national symbol of the United States?
Choices: the bald eagle · the penguin · the flamingo
Answer: the bald eagle
Help: Ask a grown-up to explain the civic word, role, or symbol and why it matters.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.civic-3.v1
In a civic discussion, justice is connected with…
Choices: fair treatment · always winning a game · everyone choosing the same color
Answer: fair treatment
Help: Ask a grown-up to explain the civic word, role, or symbol and why it matters.
Pip’s example: Start at the middle of a north-up map.
independent-check · adaptive
g2.social-studies.civic-4.v1

social-studies · Discuss shared decisions and responsible actions (10 activities)

Idaho Social Studies · revised November 20, 2025 · 2.SS.4.1,3,6–7

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

Discuss a fair way to choose a shared playground activity.
Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.citizen-0.v1
Discuss how to hear a quiet person’s idea during a group decision.
Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.citizen-1.v1
Discuss a rule that protects a shared book collection.
Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.citizen-2.v1
Discuss how a class could discuss a problem before choosing a solution.
Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.citizen-3.v1
Discuss why rules and laws can have consequences.
Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.citizen-4.v1
Discuss the difference between making a rule and helping people follow it.
Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.citizen-5.v1
Discuss a fictional person telling the truth about a mistake.
Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.citizen-6.v1
Discuss a fictional person taking responsibility for shared materials.
Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.citizen-7.v1
Discuss a historical helper from a book your grown-up chooses.
Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.citizen-8.v1
Discuss a present-day community helper and an action that helps others.
Help: Give a reason and listen to another idea. Use a book or a grown-up’s example when needed. Your beliefs and participation in civic ceremonies are not graded.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.citizen-9.v1

social-studies · Compare communities and traditions respectfully (10 activities)

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

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

Compare what the markets do and when they meet.
One fictional community has a weekly outdoor market. Another has a daily indoor market.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.connections-0.v1
Compare the act of sharing without ranking the foods.
One fictional family shares a special bread at a celebration. Another shares a rice dish.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.connections-1.v1
Name a similar purpose and a different activity.
One fictional town welcomes visitors with music. Another welcomes them with a shared meal.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.connections-2.v1
Compare how readers get books.
One fictional neighborhood has a lending library. Another has a traveling book van.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.connections-3.v1
Discuss how the setting may affect travel.
One fictional community travels mostly by boat. Another uses roads.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.connections-4.v1
Explain how both can share ideas.
One fictional class sends drawings to a partner class far away. The partner class sends a song description.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.connections-5.v1
Ask a respectful question about what the activity means.
One fictional family marks a new year by planting. Another makes cards.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.connections-6.v1
Compare ways people cooperate.
One fictional village shares a garden. Another shares a workshop.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.connections-7.v1
Discuss how both can remember events.
One fictional group tells stories aloud. Another makes a picture display of stories.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.connections-8.v1
Explain a similarity and a difference, then ask what more you would like to learn.
Two fictional communities both celebrate a harvest, but one uses music and the other tells stories.
Help: These are invented examples, not claims about an entire culture. With a grown-up, compare them with a reliable book about a real community. Speak respectfully and do not share private family information.
Pip’s example: Start at the middle of a north-up map.
adult-observation · adaptive
g2.social-studies.connections-9.v1

feelings · Discuss feelings, needs, and possible responses (20 activities)

Idaho Health K–2 · June 1, 2023 · K-2.H.1.1.2; K-2.H.4.1.1

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

Think about this pretend situation: a new game has unfamiliar rules.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-0.v1
Think about this pretend situation: a friend chooses a different partner today.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-1.v1
Think about this pretend situation: a carefully built tower falls.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-2.v1
Think about this pretend situation: a character is excited and finds waiting hard.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-3.v1
Think about this pretend situation: two characters enjoy different noise levels.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-4.v1
Think about this pretend situation: a character feels proud of learning a skill.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-5.v1
Think about this pretend situation: a character misses a familiar place.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-6.v1
Think about this pretend situation: a mistake happens in front of other players.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-7.v1
Think about this pretend situation: a group changes its plan suddenly.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-8.v1
Think about this pretend situation: a character wants quiet after a busy activity.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-9.v1
Think about this pretend situation: a character is worried about asking a question.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-10.v1
Think about this pretend situation: a gift is thoughtful but not what a character expected.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-11.v1
Think about this pretend situation: a character feels more than one feeling about a new school.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-12.v1
Think about this pretend situation: a friend celebrates a success another character has not reached.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-13.v1
Think about this pretend situation: a character is frustrated by a difficult puzzle.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-14.v1
Think about this pretend situation: a character is surprised by a loud sound.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-15.v1
Think about this pretend situation: a character is relieved after finding a lost toy.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-16.v1
Think about this pretend situation: a character is curious but unsure about joining.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-17.v1
Think about this pretend situation: a character is disappointed when rain changes a plan.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-18.v1
Think about this pretend situation: a character feels calm while drawing alone.
Help: Name one or more possible feelings without assuming there is only one. Discuss a need and a helpful option. You can speak about the character instead of yourself.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.feelings-19.v1

feelings · Practice listening and asking for clarification (15 activities)

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

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

Practice listening when: a partner explains a new card game.
Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.listening-0.v1
Practice listening when: a classmate gives directions with an unfamiliar word.
Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.listening-1.v1
Practice listening when: two friends remember a story differently.
Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.listening-2.v1
Practice listening when: a speaker pauses before finishing an idea.
Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.listening-3.v1
Practice listening when: a quiet person wants a turn to talk.
Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.listening-4.v1
Practice listening when: a partner asks for a tool you cannot identify.
Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.listening-5.v1
Practice listening when: a friend describes a problem but does not want advice yet.
Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.listening-6.v1
Practice listening when: a group gives three steps to remember.
Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.listening-7.v1
Practice listening when: a speaker changes their mind mid-sentence.
Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.listening-8.v1
Practice listening when: a partner says your explanation was confusing.
Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.listening-9.v1
Practice listening when: two speakers talk at the same time.
Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.listening-10.v1
Practice listening when: a friend tells you something you disagree with.
Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.listening-11.v1
Practice listening when: a character uses a word that can mean two things.
Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.listening-12.v1
Practice listening when: a partner wants you to repeat what you heard.
Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.listening-13.v1
Practice listening when: a speaker gives an idea you can build on.
Help: Role-play with a grown-up. Take turns, retell the idea, and ask a question to check what you understood.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.listening-14.v1

feelings · Practice friendship and conflict repair (15 activities)

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

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

Help these pretend friends when: two friends want the same marker.
Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.repair-0.v1
Help these pretend friends when: a character accidentally knocks over a model.
Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.repair-1.v1
Help these pretend friends when: one player changes a rule without asking.
Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.repair-2.v1
Help these pretend friends when: a friend forgets to return a borrowed book.
Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.repair-3.v1
Help these pretend friends when: a team leaves out a useful idea.
Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.repair-4.v1
Help these pretend friends when: a character interrupts another person twice.
Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.repair-5.v1
Help these pretend friends when: two children disagree about whose turn is next.
Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.repair-6.v1
Help these pretend friends when: a joke hurts a fictional character’s feelings.
Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.repair-7.v1
Help these pretend friends when: a group needs to share a small work area.
Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.repair-8.v1
Help these pretend friends when: a character blames someone before checking.
Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.repair-9.v1
Help these pretend friends when: a friend wants to play a different game.
Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.repair-10.v1
Help these pretend friends when: two partners each want to lead.
Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.repair-11.v1
Help these pretend friends when: a character notices their words sounded unkind.
Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.repair-12.v1
Help these pretend friends when: a team wins and another team is disappointed.
Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.repair-13.v1
Help these pretend friends when: a group needs to include a new player.
Help: Try two respectful solutions. Listen to each person’s needs, explain a possible repair, and remember that a response can take practice.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.repair-14.v1

feelings · Practice boundaries and asking a trusted adult for help (15 activities)

Idaho Health K–2 · June 1, 2023 · K-2.H.4.1.3–4; K-2.H.5.1.2

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

Practice a boundary or request for help when: a character does not want a hug.
Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.boundaries-0.v1
Practice a boundary or request for help when: a game becomes too rough.
Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.boundaries-1.v1
Practice a boundary or request for help when: someone keeps taking a character’s supplies.
Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.boundaries-2.v1
Practice a boundary or request for help when: a character needs a break from noise.
Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.boundaries-3.v1
Practice a boundary or request for help when: a stranger in an online game asks for a real name.
Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.boundaries-4.v1
Practice a boundary or request for help when: a pop-up asks a child to upload a picture.
Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.boundaries-5.v1
Practice a boundary or request for help when: someone asks for a home address.
Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.boundaries-6.v1
Practice a boundary or request for help when: a character is told to keep an uncomfortable secret.
Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.boundaries-7.v1
Practice a boundary or request for help when: a character is unsure whether a material is safe.
Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.boundaries-8.v1
Practice a boundary or request for help when: a child cannot find the grown-up who came with them.
Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.boundaries-9.v1
Practice a boundary or request for help when: a character asks someone to stop teasing.
Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.boundaries-10.v1
Practice a boundary or request for help when: a character wants permission before borrowing.
Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.boundaries-11.v1
Practice a boundary or request for help when: a friend says no to joining a game.
Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.boundaries-12.v1
Practice a boundary or request for help when: a character needs help with a confusing message.
Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.boundaries-13.v1
Practice a boundary or request for help when: a character’s first request for help is not heard.
Help: Use pretend names and no private information. Practice a clear boundary and identify a trusted grown-up who can help. A person may say no to touch or sharing personal details.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.boundaries-14.v1

feelings · Discuss everyday practices that support well-being (15 activities)

Idaho Health K–2 · June 1, 2023 · K-2.H.1.1.1–4; K-2.H.7.1.1–2

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

Plan a helpful choice about: making time for rest after an active day.
Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.healthy-0.v1
Plan a helpful choice about: choosing a movement activity that fits different abilities.
Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.healthy-1.v1
Plan a helpful choice about: remembering handwashing before food.
Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.healthy-2.v1
Plan a helpful choice about: taking a comfortable screen break.
Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.healthy-3.v1
Plan a helpful choice about: asking for water when thirsty.
Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.healthy-4.v1
Plan a helpful choice about: covering a cough and following a grown-up’s hygiene guidance.
Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.healthy-5.v1
Plan a helpful choice about: including different foods with a caregiver’s help.
Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.healthy-6.v1
Plan a helpful choice about: choosing a safe space to play.
Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.healthy-7.v1
Plan a helpful choice about: putting away objects that could trip someone.
Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.healthy-8.v1
Plan a helpful choice about: asking a grown-up for help with body-care questions.
Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.healthy-9.v1
Plan a helpful choice about: finding a comfortable way to relax.
Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.healthy-10.v1
Plan a helpful choice about: planning both active time and quiet time.
Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.healthy-11.v1
Plan a helpful choice about: using personal care items without sharing them casually.
Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.healthy-12.v1
Plan a helpful choice about: noticing when a character needs adult help to feel well.
Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.healthy-13.v1
Plan a helpful choice about: making a simple routine easier to remember.
Help: Discuss this fictional example with a grown-up. Different bodies and families may need different routines or support; do not judge a person’s health from a game.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.healthy-14.v1

feelings · Identify influences and reliable helpers (10 activities)

Idaho Health K–2 · June 1, 2023 · K-2.H.2.1.1–3; K-2.H.3.1.1–2

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

Look at an influence when: an advertisement says a toy will make everyone happy.
Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.influences-0.v1
Look at an influence when: a friend likes a different food.
Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.influences-1.v1
Look at an influence when: a video character never seems to rest.
Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.influences-2.v1
Look at an influence when: a picture makes a product look much bigger.
Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.influences-3.v1
Look at an influence when: a game asks a character to keep playing instead of taking a needed break.
Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.influences-4.v1
Look at an influence when: a child has a question about a confusing health message.
Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.influences-5.v1
Look at an influence when: two messages about a helpful habit disagree.
Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.influences-6.v1
Look at an influence when: a character needs a trusted source for a safety question.
Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.influences-7.v1
Look at an influence when: a character wants to ask a school helper what their job is.
Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.influences-8.v1
Look at an influence when: a group notices how friends can encourage a helpful habit.
Help: Ask who made the message and what they want. Discuss a question to bring to a trusted grown-up rather than assuming the message is true.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.influences-9.v1

feelings · Make a supported goal or request (10 activities)

Idaho Health K–2 · June 1, 2023 · K-2.H.6.1.1–2; K-2.H.8.1.1–2

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

Make a small supported plan to: practice asking a clarifying question.
Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.goals-0.v1
Make a small supported plan to: remember to put away one shared tool.
Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.goals-1.v1
Make a small supported plan to: practice taking turns during one short game.
Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.goals-2.v1
Make a small supported plan to: ask politely for a quieter work spot.
Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.goals-3.v1
Make a small supported plan to: make a reminder for a helpful daily routine.
Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.goals-4.v1
Make a small supported plan to: choose a comfortable movement break with support.
Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.goals-5.v1
Make a small supported plan to: practice one way to repair a small mistake.
Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.goals-6.v1
Make a small supported plan to: ask a trusted adult for help with a confusing task.
Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.goals-7.v1
Make a small supported plan to: encourage a pretend friend without pressuring them.
Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.goals-8.v1
Make a small supported plan to: reflect on a goal and change the plan after a break.
Help: Choose a doable step, name a helper, and discuss how to notice progress. You can revise or pause the plan. This activity does not grade real-life behavior.
Pip’s example: Pip does not know a game’s rules and feels unsure.
adult-observation · adaptive
g2.feelings.goals-9.v1

music · Read and perform a rhythmic pattern (15 activities)

Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.2.3

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

Read and play: 𝄽 𝄽 𝄽 ♩.
Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.rhythm-0.v1
Read and play: 𝄽 𝄽 ♩ 𝄽.
Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.rhythm-1.v1
Read and play: 𝄽 𝄽 ♩ ♩.
Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.rhythm-2.v1
Read and play: 𝄽 ♩ 𝄽 𝄽.
Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.rhythm-3.v1
Read and play: 𝄽 ♩ 𝄽 ♩.
Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.rhythm-4.v1
Read and play: 𝄽 ♩ ♩ 𝄽.
Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.rhythm-5.v1
Read and play: 𝄽 ♩ ♩ ♩.
Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.rhythm-6.v1
Read and play: ♩ 𝄽 𝄽 𝄽.
Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.rhythm-7.v1
Read and play: ♩ 𝄽 𝄽 ♩.
Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.rhythm-8.v1
Read and play: ♩ 𝄽 ♩ 𝄽.
Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.rhythm-9.v1
Read and play: ♩ 𝄽 ♩ ♩.
Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.rhythm-10.v1
Read and play: ♩ ♩ 𝄽 𝄽.
Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.rhythm-11.v1
Read and play: ♩ ♩ 𝄽 ♩.
Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.rhythm-12.v1
Read and play: ♩ ♩ ♩ 𝄽.
Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.rhythm-13.v1
Read and play: ♩ ♩ ♩ ♩.
Help: Each quarter note is one beat; each quarter rest is one quiet beat. You may tap, play, or move at your own pace. Show the pattern to a grown-up.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.rhythm-14.v1

music · Read and perform a melodic pattern (15 activities)

Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.2.2–3

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

Explore this note path: C D E D.
Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.melody-0.v1
Explore this note path: E D C C.
Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.melody-1.v1
Explore this note path: C E G E.
Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.melody-2.v1
Explore this note path: G F E D.
Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.melody-3.v1
Explore this note path: C C G G.
Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.melody-4.v1
Explore this note path: E F G E.
Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.melody-5.v1
Explore this note path: G A B A.
Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.melody-6.v1
Explore this note path: B G E C.
Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.melody-7.v1
Explore this note path: D E F E.
Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.melody-8.v1
Explore this note path: C F E C.
Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.melody-9.v1
Explore this note path: E G A G.
Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.melody-10.v1
Explore this note path: A G F E.
Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.melody-11.v1
Explore this note path: C D E G.
Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.melody-12.v1
Explore this note path: G E D C.
Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.melody-13.v1
Explore this note path: C E D F.
Help: Use the note letters and staff picture. Listen to Pip, try the pattern, and describe where the melody rises, falls, or repeats. A grown-up can observe your playing.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.melody-14.v1

music · Create and represent a musical idea (20 activities)

Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.1.1–2

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

Create a short tune for a sunrise.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-0.v1
Create a short tune for a gentle rainfall.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-1.v1
Create a short tune for a curious kitten.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-2.v1
Create a short tune for a busy market.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-3.v1
Create a short tune for a quiet reading corner.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-4.v1
Create a short tune for a boat rocking.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-5.v1
Create a short tune for a seed beginning to grow.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-6.v1
Create a short tune for a winding path.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-7.v1
Create a short tune for a surprising discovery.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-8.v1
Create a short tune for a friendly greeting.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-9.v1
Create a short tune for a floating cloud.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-10.v1
Create a short tune for a determined climber.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-11.v1
Create a short tune for a sleepy ending.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-12.v1
Create a short tune for a question and an answer.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-13.v1
Create a short tune for a celebration with room for a quiet moment.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-14.v1
Create a short tune for a slow-moving turtle.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-15.v1
Create a short tune for a playful squirrel.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-16.v1
Create a short tune for a scene that changes from worried to hopeful.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-17.v1
Create a short tune for a machine with a repeating pattern.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-18.v1
Create a short tune for a short musical signature for Pip.
Help: Choose notes, repeats, and rests for a purpose. Play the idea, represent it with note letters or marks, and explain one choice. There are many possible tunes.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.compose-19.v1

music · Improvise a musical response (15 activities)

Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.1.3

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

Improvise: answer a rising phrase with a falling phrase.
Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.improvise-0.v1
Improvise: make a response that ends on the same note as Pip.
Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.improvise-1.v1
Improvise: answer a busy phrase with a quieter pattern of rests.
Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.improvise-2.v1
Improvise: change the ending of Pip’s phrase.
Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.improvise-3.v1
Improvise: keep the rhythm but choose different pitches.
Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.improvise-4.v1
Improvise: keep the first note and invent the rest.
Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.improvise-5.v1
Improvise: trade short musical questions with a grown-up.
Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.improvise-6.v1
Improvise: make a surprising response with a rest.
Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.improvise-7.v1
Improvise: answer a repeated note with changing notes.
Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.improvise-8.v1
Improvise: make a phrase that sounds unfinished to you.
Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.improvise-9.v1
Improvise: make a phrase that sounds settled to you.
Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.improvise-10.v1
Improvise: play a response using only two pitches.
Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.improvise-11.v1
Improvise: invent a reply that repeats one part twice.
Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.improvise-12.v1
Improvise: answer with a new rhythm using the same pitch.
Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.improvise-13.v1
Improvise: combine an idea from Pip with a new idea of your own.
Help: Listen once if helpful, then invent a response. Try another version and tell what changed. A response is not marked right or wrong for matching Pip.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.improvise-14.v1

music · Refine music using feedback (10 activities)

Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.2.1

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

Create, get feedback, and make the ending easier to notice.
Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.refine-0.v1
Create, get feedback, and add a pause where a listener expects a breath.
Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.refine-1.v1
Create, get feedback, and change a part that feels too repetitive for your purpose.
Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.refine-2.v1
Create, get feedback, and repeat a part that a listener wants to recognize.
Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.refine-3.v1
Create, get feedback, and make the tune better fit a calm scene.
Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.refine-4.v1
Create, get feedback, and make the tune better fit a curious scene.
Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.refine-5.v1
Create, get feedback, and compare a version with a rest and one without it.
Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.refine-6.v1
Create, get feedback, and change one pitch after hearing a listener’s idea.
Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.refine-7.v1
Create, get feedback, and simplify a pattern so you can perform it comfortably.
Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.refine-8.v1
Create, get feedback, and choose between two versions and explain why.
Help: Play an original idea for a grown-up. Ask a specific question, decide whether to use the feedback, and explain your revision.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.refine-9.v1

music · Share an original musical idea expressively (10 activities)

Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.3.1–2

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

Prepare a short original performance for a welcome.
Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.perform-0.v1
Prepare a short original performance for a peaceful moment.
Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.perform-1.v1
Prepare a short original performance for a playful moment.
Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.perform-2.v1
Prepare a short original performance for a story opening.
Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.perform-3.v1
Prepare a short original performance for a story ending.
Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.perform-4.v1
Prepare a short original performance for a pretend parade.
Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.perform-5.v1
Prepare a short original performance for a gentle goodbye.
Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.perform-6.v1
Prepare a short original performance for a surprising event.
Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.perform-7.v1
Prepare a short original performance for a call and response.
Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.perform-8.v1
Prepare a short original performance for a change of mood.
Help: Choose sounds with a purpose, practice comfortably, and share with a chosen grown-up. You can use notes, gentle taps, or another accessible way to perform. No recording is needed.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.perform-9.v1

music · Discuss musical choices, context and audience behavior (15 activities)

Idaho General Music 2–3 · April 29, 2024 · 2-3.MU:GM.4.1–2; 2-3.MU:GM.5.1–2

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

Listen and describe a sound that makes this tune feel calm or lively to you.
Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.context-0.v1
Listen and compare the beginning and ending of Pip’s tune.
Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.context-1.v1
Listen and explain which part you would repeat for a dance.
Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.context-2.v1
Listen and describe how rests change the phrase.
Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.context-3.v1
Listen and compare two possible settings for the same tune.
Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.context-4.v1
Listen and discuss audience behavior at a quiet performance.
Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.context-5.v1
Listen and discuss how audience behavior can differ at a community celebration.
Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.context-6.v1
Listen and ask a grown-up about the context of a song they choose.
Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.context-7.v1
Listen and compare an older song and a newer song chosen by a grown-up.
Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.context-8.v1
Listen and describe a connection between a rhythm and a repeating art pattern.
Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.context-9.v1
Listen and suggest music for a scene from a book and give a reason.
Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.context-10.v1
Listen and describe a musical preference without calling someone else’s preference wrong.
Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.context-11.v1
Listen and ask who created a chosen song and what is known about its purpose.
Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.context-12.v1
Listen and compare two musical examples without assuming either represents an entire culture.
Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.context-13.v1
Listen and describe how music can help tell an idea without words.
Help: Use Pip’s original tune or a suitable song a grown-up chooses and identifies. Point to a musical detail. Different listeners may respond differently.
Pip’s example: Play C, D, E, then a quiet beat.
adult-observation · adaptive
g2.music.context-14.v1

art · Observe and discuss details in an image (20 activities)

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

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

Look at Pip’s abstract study: find a repeated shape and describe where it appears.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-0.v1
Look at Pip’s abstract study: compare a straight line and a curved line.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-1.v1
Look at Pip’s abstract study: describe which area catches your eye first and why.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-2.v1
Look at Pip’s abstract study: find a color repeated in different places.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-3.v1
Look at Pip’s abstract study: compare the sizes of two shapes.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-4.v1
Look at Pip’s abstract study: describe an empty space between shapes.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-5.v1
Look at Pip’s abstract study: notice how overlapping changes what you can see.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-6.v1
Look at Pip’s abstract study: describe a pattern and imagine how it might continue.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-7.v1
Look at Pip’s abstract study: compare the top and bottom of the image.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-8.v1
Look at Pip’s abstract study: describe a possible mood using a visible detail.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-9.v1
Look at Pip’s abstract study: find a balance or an imbalance in the arrangement.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-10.v1
Look at Pip’s abstract study: compare a dark area with a light area.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-11.v1
Look at Pip’s abstract study: describe a path your eyes follow through the image.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-12.v1
Look at Pip’s abstract study: find a detail that someone else might miss.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-13.v1
Look at Pip’s abstract study: suggest a title and support it with a detail.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-14.v1
Look at Pip’s abstract study: compare a round shape with an angular shape.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-15.v1
Look at Pip’s abstract study: describe how changing one color might affect the image.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-16.v1
Look at Pip’s abstract study: explain two different ideas the image could suggest.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-17.v1
Look at Pip’s abstract study: ask a question about a choice the artist made.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-18.v1
Look at Pip’s abstract study: describe how the image might change if it were turned.
Help: Point to evidence in the image. There can be different reasonable interpretations. You may also compare it with a picture a grown-up chooses.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.observe-19.v1

art · Explore tools, processes and material effects (20 activities)

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

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

Explore thick and thin lines.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-0.v1
Explore curved and angular lines.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-1.v1
Explore closely spaced and widely spaced dots.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-2.v1
Explore large and small repeated shapes.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-3.v1
Explore light and dark marks with a safe pencil.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-4.v1
Explore smooth and textured paper chosen by a grown-up.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-5.v1
Explore marks made slowly and quickly.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-6.v1
Explore two safe ways to spread color.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-7.v1
Explore folded paper lines and drawn lines.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-8.v1
Explore overlapping paper shapes.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-9.v1
Explore a stamp made from folded paper.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-10.v1
Explore a pattern made with only straight marks.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-11.v1
Explore a pattern made with only curved marks.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-12.v1
Explore different pressures on a pencil.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-13.v1
Explore a drawing made with one continuous line.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-14.v1
Explore a collage using clean paper scraps.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-15.v1
Explore two ways to suggest a rough surface.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-16.v1
Explore two ways to suggest a soft surface.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-17.v1
Explore a color choice on light and dark paper.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-18.v1
Explore a safe tool you have not tried before with a grown-up.
Help: Use the drawing board or safe materials approved by a grown-up. Make two trials and describe how the tool or material changes the result. Do not taste art materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.material-19.v1

art · Create and explain original visual ideas (25 activities)

Idaho Visual Arts K–2 · April 29, 2024 · K-2.VA.1.1–2; K-2.VA.2.1

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

Create a welcoming place.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-0.v1
Create a garden seen from above.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-1.v1
Create a tiny object made to look enormous.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-2.v1
Create a journey shown without words.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-3.v1
Create a machine from your imagination.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-4.v1
Create a shelter for a pretend creature.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-5.v1
Create a scene using mostly curved lines.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-6.v1
Create a place shown at two different times.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-7.v1
Create a picture about cooperation.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-8.v1
Create a noisy place represented with marks.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-9.v1
Create a calm place represented with marks.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-10.v1
Create an imaginary map with a key.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-11.v1
Create a memory of a fictional character.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-12.v1
Create a pattern inspired by a leaf.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-13.v1
Create a border that frames an important shape.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-14.v1
Create an animal built from unexpected shapes.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-15.v1
Create a building with a useful purpose.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-16.v1
Create a scene where weather changes the story.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-17.v1
Create an underwater imaginary world.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-18.v1
Create a view through a pretend window.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-19.v1
Create a picture that suggests movement.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-20.v1
Create a picture using repeated colors.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-21.v1
Create a symbol for a made-up club.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-22.v1
Create a story told in three panels.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-23.v1
Create a piece that combines two of your own ideas.
Help: Choose lines, shapes, colors, or materials for your idea. Explain a choice to a grown-up. You may use this paper, your own paper, or safe physical materials.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.create-24.v1

art · Explore alternate visual solutions (15 activities)

Idaho Visual Arts K–2 · April 29, 2024 · K-2.VA.1.1–2; K-2.VA.2.1

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

Try the same scene with a different viewpoint.
Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.experiment-0.v1
Try two arrangements of the same three shapes.
Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.experiment-1.v1
Try a calm and an energetic version of one idea.
Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.experiment-2.v1
Try two ways to lead the viewer’s eye.
Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.experiment-3.v1
Try a version with a border and one without.
Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.experiment-4.v1
Try two ways to show depth using overlap.
Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.experiment-5.v1
Try a large and a small version of a focal shape.
Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.experiment-6.v1
Try two patterns using the same marks.
Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.experiment-7.v1
Try two endings for a picture story.
Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.experiment-8.v1
Try a version with many colors and one with only two.
Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.experiment-9.v1
Try two ways to make a title part of the image.
Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.experiment-10.v1
Try a detailed and a simplified version.
Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.experiment-11.v1
Try two textures for the same imaginary object.
Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.experiment-12.v1
Try two different tools used for the same idea.
Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.experiment-13.v1
Try a revised version after a viewer asks a question.
Help: Keep both versions on your own paper if you want to compare them later. Describe what each version does and choose what fits your purpose.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.experiment-14.v1

art · Care for and present artwork (10 activities)

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

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

Prepare and share: choose a title that helps a viewer understand your idea.
Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.present-0.v1
Prepare and share: arrange two pieces in an order and explain the order.
Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.present-1.v1
Prepare and share: plan how to keep a paper picture flat and clean.
Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.present-2.v1
Prepare and share: make a label naming the materials without private personal details.
Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.present-3.v1
Prepare and share: show a work privately and ask what the viewer notices.
Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.present-4.v1
Prepare and share: explain a change from your first idea to the finished piece.
Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.present-5.v1
Prepare and share: choose a safe place to display a fragile creation.
Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.present-6.v1
Prepare and share: practice giving a thoughtful comment about a partner’s artwork.
Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.present-7.v1
Prepare and share: describe how you would store a drawing for later.
Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.present-8.v1
Prepare and share: plan a tiny pretend gallery with room around each piece.
Help: Use your own work or a pretend example. A grown-up can help with safe handling and private presentation. Work on this screen disappears when you leave.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.present-9.v1

art · Connect art with people, places and purposes (10 activities)

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

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

Explore a public mural in an adult-selected photograph.
Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.community-0.v1
Explore a pattern on a useful everyday object.
Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.community-1.v1
Explore a book cover and how it invites a reader.
Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.community-2.v1
Explore a sign designed to help people find a place.
Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.community-3.v1
Explore a sculpture in a shared space shown in a photograph.
Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.community-4.v1
Explore a handmade object described in a reliable book.
Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.community-5.v1
Explore a poster for a fictional community event.
Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.community-6.v1
Explore an artwork that records a place or event.
Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.community-7.v1
Explore two artists’ different ways of showing a similar idea.
Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.community-8.v1
Explore a classroom display and what it communicates.
Help: Look with a grown-up. Describe a visible detail, ask about the maker and purpose, and use a reliable source for cultural context. Make an original response without copying sacred or private designs.
Pip’s example: Make a thin curved line. Then choose a thick brush.
adult-observation · adaptive
g2.art.community-9.v1

Remaining coverage limits

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 2–3 band; art and health use K–2.
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.