{ "catalogVersion": "pip-g6-2026-09-v1", "reviewStatus": "Human educator review pending", "scope": "800 supplemental activities; coverage is partial. Completion levels are game progress, not standards mastery.", "pilot": "Four first-try independent successes in five varied checks over two sessions. Product hypothesis, not an Idaho cutoff. Review separately for each skill; never automatically grade creative work or real-world behavior.", "skills": [ { "name": "Verify precise meanings with context, roots and references", "standard": "6.VD-WB.1a–d; 6.VD-AV.3", "demo": [ "Infer, then verify", "Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence." ], "prerequisites": [], "id": "g6.reading.vocabulary", "grade": 6, "subject": "g6-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.reading.vocabulary-0.v1", "prompt": "The narrator was ambivalent: she welcomed the invitation but dreaded leaving. Ambivalent means…", "answer": "having mixed feelings", "options": [ { "label": "having mixed feelings" }, { "label": "being completely certain" }, { "label": "having no opinion at all" } ], "hint": "Use the whole sentence, word parts, and a reliable reference to verify the meaning.", "demonstration": [ "Infer, then verify", "Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence." ], "type": "choice", "variantKey": "g6:reading:vocabulary-0", "completionId": "0-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.vocabulary-1.v1", "prompt": "The proposal is provisional; the team will revise it after the trial. Provisional means…", "answer": "temporary and subject to change", "options": [ { "label": "temporary and subject to change" }, { "label": "permanently approved" }, { "label": "unrelated to the trial" } ], "hint": "Use the whole sentence, word parts, and a reliable reference to verify the meaning.", "demonstration": [ "Infer, then verify", "Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence." ], "type": "choice", "variantKey": "g6:reading:vocabulary-1", "completionId": "5-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.vocabulary-2.v1", "prompt": "The root chron relates to time. What does chronological order organize?", "answer": "events by when they happened", "options": [ { "label": "events by when they happened" }, { "label": "words by length" }, { "label": "places by population" } ], "hint": "Use the whole sentence, word parts, and a reliable reference to verify the meaning.", "demonstration": [ "Infer, then verify", "Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence." ], "type": "choice", "variantKey": "g6:reading:vocabulary-2", "completionId": "10-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.vocabulary-3.v1", "prompt": "The roots micro and scope suggest small and looking. Which meaning fits microscope?", "answer": "an instrument for viewing very small things", "options": [ { "label": "an instrument for viewing very small things" }, { "label": "an instrument for measuring distance traveled" }, { "label": "a device that always sees through walls" } ], "hint": "Use the whole sentence, word parts, and a reliable reference to verify the meaning.", "demonstration": [ "Infer, then verify", "Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence." ], "type": "choice", "variantKey": "g6:reading:vocabulary-3", "completionId": "15-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.vocabulary-4.v1", "prompt": "The glacier advanced slowly. In this context, advanced means…", "answer": "moved forward", "options": [ { "label": "moved forward" }, { "label": "became a higher-level course" }, { "label": "paid money early" } ], "hint": "Use the whole sentence, word parts, and a reliable reference to verify the meaning.", "demonstration": [ "Infer, then verify", "Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence." ], "type": "choice", "variantKey": "g6:reading:vocabulary-4", "completionId": "20-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.vocabulary-5.v1", "prompt": "The writer qualified the claim by adding “in these two trials.” Qualified means…", "answer": "limited the scope of the claim", "options": [ { "label": "limited the scope of the claim" }, { "label": "made the claim apply everywhere" }, { "label": "earned a job certificate" } ], "hint": "Use the whole sentence, word parts, and a reliable reference to verify the meaning.", "demonstration": [ "Infer, then verify", "Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence." ], "type": "choice", "variantKey": "g6:reading:vocabulary-5", "completionId": "25-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.vocabulary-6.v1", "prompt": "“Because the sample was tiny, the result was tentative.” Which relationship helps explain tentative?", "answer": "limited evidence makes a conclusion uncertain", "options": [ { "label": "limited evidence makes a conclusion uncertain" }, { "label": "a large sample guarantees certainty" }, { "label": "the result has no connection to the sample" } ], "hint": "Use the whole sentence, word parts, and a reliable reference to verify the meaning.", "demonstration": [ "Infer, then verify", "Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence." ], "type": "choice", "variantKey": "g6:reading:vocabulary-6", "completionId": "29-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.vocabulary-7.v1", "prompt": "You infer a word means boundary, but the next sentence does not fit. What is the strongest next step?", "answer": "Check a reference, its part of speech, and the full context.", "options": [ { "label": "Check a reference, its part of speech, and the full context." }, { "label": "Keep the first guess regardless of context." }, { "label": "Choose the longest dictionary definition." } ], "hint": "Use the whole sentence, word parts, and a reliable reference to verify the meaning.", "demonstration": [ "Infer, then verify", "Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence." ], "type": "choice", "variantKey": "g6:reading:vocabulary-7", "completionId": "33-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.vocabulary-8.v1", "prompt": "The prefix mal often suggests bad or faulty. What does malfunction most likely mean?", "answer": "failure to work correctly", "options": [ { "label": "failure to work correctly" }, { "label": "an improvement in design" }, { "label": "a machine’s brand name" } ], "hint": "Use the whole sentence, word parts, and a reliable reference to verify the meaning.", "demonstration": [ "Infer, then verify", "Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence." ], "type": "choice", "variantKey": "g6:reading:vocabulary-8", "completionId": "37-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.vocabulary-9.v1", "prompt": "An author calls two variables correlated. Which cautious meaning fits?", "answer": "They vary together; this alone does not prove cause.", "options": [ { "label": "They vary together; this alone does not prove cause." }, { "label": "One must be the only cause of the other." }, { "label": "They can never be measured." } ], "hint": "Use the whole sentence, word parts, and a reliable reference to verify the meaning.", "demonstration": [ "Infer, then verify", "Pip uses bio and graph to infer that biography concerns a life account, then checks a dictionary and the sentence." ], "type": "choice", "variantKey": "g6:reading:vocabulary-9", "completionId": "41-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Explain connotation, figurative language and tone", "standard": "6.VD-WB.2a–d", "demo": [ "What does this word make us notice?", "Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space." ], "prerequisites": [], "id": "g6.reading.language", "grade": 6, "subject": "g6-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.reading.language-0.v1", "prompt": "“The empty station swallowed our footsteps.” What effect does this personification create?", "answer": "a sense of a vast, quiet space", "options": [ { "label": "a sense of a vast, quiet space" }, { "label": "proof that the building is alive" }, { "label": "a cheerful crowded scene" } ], "hint": "Explain the word’s effect in this context. Related words can carry different attitudes.", "demonstration": [ "What does this word make us notice?", "Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space." ], "type": "choice", "variantKey": "g6:reading:language-0", "completionId": "1-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.language-1.v1", "prompt": "Which word describes low cost with a more favorable connotation than cheap?", "answer": "affordable", "options": [ { "label": "affordable" }, { "label": "flimsy" }, { "label": "stingy" } ], "hint": "Explain the word’s effect in this context. Related words can carry different attitudes.", "demonstration": [ "What does this word make us notice?", "Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space." ], "type": "choice", "variantKey": "g6:reading:language-1", "completionId": "6-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.language-2.v1", "prompt": "“His promise was a thread holding the team together.” What does thread suggest?", "answer": "a connection that matters but may be fragile", "options": [ { "label": "a connection that matters but may be fragile" }, { "label": "a literal sewing lesson" }, { "label": "a promise with no effect" } ], "hint": "Explain the word’s effect in this context. Related words can carry different attitudes.", "demonstration": [ "What does this word make us notice?", "Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space." ], "type": "choice", "variantKey": "g6:reading:language-2", "completionId": "11-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.language-3.v1", "prompt": "“The news hit a nerve.” What does this idiom suggest?", "answer": "It touched a sensitive concern.", "options": [ { "label": "It touched a sensitive concern." }, { "label": "It describes a physical injury with certainty." }, { "label": "It was not noticed." } ], "hint": "Explain the word’s effect in this context. Related words can carry different attitudes.", "demonstration": [ "What does this word make us notice?", "Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space." ], "type": "choice", "variantKey": "g6:reading:language-3", "completionId": "16-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.language-4.v1", "prompt": "A character is called persistent in one account and stubborn in another. What changes?", "answer": "the implied evaluation of similar behavior", "options": [ { "label": "the implied evaluation of similar behavior" }, { "label": "the spelling of the character’s name" }, { "label": "the time of day" } ], "hint": "Explain the word’s effect in this context. Related words can carry different attitudes.", "demonstration": [ "What does this word make us notice?", "Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space." ], "type": "choice", "variantKey": "g6:reading:language-4", "completionId": "21-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.language-5.v1", "prompt": "“At last, the magnificent plan had produced one crooked shelf.” Which word helps create an ironic tone?", "answer": "magnificent", "options": [ { "label": "magnificent" }, { "label": "shelf" }, { "label": "one" } ], "hint": "Explain the word’s effect in this context. Related words can carry different attitudes.", "demonstration": [ "What does this word make us notice?", "Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space." ], "type": "choice", "variantKey": "g6:reading:language-5", "completionId": "26-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.language-6.v1", "prompt": "A writer changes walked to trudged. What is emphasized?", "answer": "effort or weariness", "options": [ { "label": "effort or weariness" }, { "label": "speed and excitement" }, { "label": "complete stillness" } ], "hint": "Explain the word’s effect in this context. Related words can carry different attitudes.", "demonstration": [ "What does this word make us notice?", "Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space." ], "type": "choice", "variantKey": "g6:reading:language-6", "completionId": "30-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.language-7.v1", "prompt": "“The hallway hummed with rumors.” What mood does hummed suggest?", "answer": "ongoing, active talk", "options": [ { "label": "ongoing, active talk" }, { "label": "complete silence" }, { "label": "a proven fact in every conversation" } ], "hint": "Explain the word’s effect in this context. Related words can carry different attitudes.", "demonstration": [ "What does this word make us notice?", "Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space." ], "type": "choice", "variantKey": "g6:reading:language-7", "completionId": "34-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.language-8.v1", "prompt": "Which relationship connects chapter and book?", "answer": "part to whole", "options": [ { "label": "part to whole" }, { "label": "cause to effect" }, { "label": "opposites" } ], "hint": "Explain the word’s effect in this context. Related words can carry different attitudes.", "demonstration": [ "What does this word make us notice?", "Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space." ], "type": "choice", "variantKey": "g6:reading:language-8", "completionId": "38-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.language-9.v1", "prompt": "“We counted every precious minute.” What does precious add?", "answer": "The time feels especially valuable.", "options": [ { "label": "The time feels especially valuable." }, { "label": "The minutes are made of metal." }, { "label": "The writer does not care about time." } ], "hint": "Explain the word’s effect in this context. Related words can carry different attitudes.", "demonstration": [ "What does this word make us notice?", "Pip explains that calling a room cramped suggests discomfort, while compact emphasizes efficient use of space." ], "type": "choice", "variantKey": "g6:reading:language-9", "completionId": "42-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Support an inference with several pieces of textual evidence", "standard": "6.RC-TE.3", "demo": [ "Two details and a clear connection", "Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change." ], "prerequisites": [], "id": "g6.reading.evidence", "grade": 6, "subject": "g6-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.reading.evidence-0.v1", "prompt": "The Unfinished Map: which pair of details best supports the character’s change?", "answer": "She labels an unvisited path confidently, then marks it uncertain after comparing sources.", "readSections": [ "Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller.", "Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route.", "For the first time, she was proud of a blank." ], "options": [ { "label": "She labels an unvisited path confidently, then marks it uncertain after comparing sources." }, { "label": "The setting is named and the story has an ending." }, { "label": "An unrelated object appears and time passes." } ], "story": "Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller. Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route. For the first time, she was proud of a blank.", "hint": "Connect an early response and a later choice; check both against the text.", "demonstration": [ "Two details and a clear connection", "Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change." ], "type": "choice", "variantKey": "g6:reading:evidence-0", "completionId": "2-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.evidence-1.v1", "prompt": "The Quiet Measure: which pair of details best supports the character’s change?", "answer": "The narrator counts accepted ideas, then stops counting while watching the audience.", "readSections": [ "I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending.", "I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made." ], "options": [ { "label": "The narrator counts accepted ideas, then stops counting while watching the audience." }, { "label": "The setting is named and the story has an ending." }, { "label": "An unrelated object appears and time passes." } ], "story": "I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending. I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made.", "hint": "Connect an early response and a later choice; check both against the text.", "demonstration": [ "Two details and a clear connection", "Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change." ], "type": "choice", "variantKey": "g6:reading:evidence-1", "completionId": "27-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.evidence-2.v1", "prompt": "A Second Label: which pair of details best supports the character’s change?", "answer": "Ben first prefers a simple triumph, then invites readers to weigh mapped sources.", "readSections": [ "The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together.", "The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence." ], "options": [ { "label": "Ben first prefers a simple triumph, then invites readers to weigh mapped sources." }, { "label": "The setting is named and the story has an ending." }, { "label": "An unrelated object appears and time passes." } ], "story": "The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together. The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence.", "hint": "Connect an early response and a later choice; check both against the text.", "demonstration": [ "Two details and a clear connection", "Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change." ], "type": "choice", "variantKey": "g6:reading:evidence-2", "completionId": "45-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.evidence-3.v1", "prompt": "The Borrowed Melody: which pair of details best supports the character’s change?", "answer": "Ari first uses a vague ancient label, then identifies a composer and revises the introduction.", "readSections": [ "Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event.", "Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed." ], "options": [ { "label": "Ari first uses a vague ancient label, then identifies a composer and revises the introduction." }, { "label": "The setting is named and the story has an ending." }, { "label": "An unrelated object appears and time passes." } ], "story": "Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event. Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed.", "hint": "Connect an early response and a later choice; check both against the text.", "demonstration": [ "Two details and a clear connection", "Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change." ], "type": "choice", "variantKey": "g6:reading:evidence-3", "completionId": "55-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.evidence-4.v1", "prompt": "The Last Trial: which pair of details best supports the character’s change?", "answer": "The repeated failure changes the base, and Dev displays the bent corner instead of hiding it.", "readSections": [ "The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby.", "Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center." ], "options": [ { "label": "The repeated failure changes the base, and Dev displays the bent corner instead of hiding it." }, { "label": "The setting is named and the story has an ending." }, { "label": "An unrelated object appears and time passes." } ], "story": "The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby. Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center.", "hint": "Connect an early response and a later choice; check both against the text.", "demonstration": [ "Two details and a clear connection", "Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change." ], "type": "choice", "variantKey": "g6:reading:evidence-4", "completionId": "65-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.evidence-5.v1", "prompt": "Across the Table: which pair of details best supports the character’s change?", "answer": "Sana records reasons and then connects features shared by the competing plans.", "readSections": [ "Sana was assigned to record the discussion, a role she considered less important than presenting. While others debated, she wrote down the reasons attached to each proposal. After twenty minutes, the group seemed to have two incompatible plans. Sana noticed that both included a quiet entrance and movable seating. She drew a line between those shared features.", "The room grew quiet while everyone read her notes. They still disagreed about cost, but they no longer had to restart the whole plan. At the presentation, Sana did not deliver the opening speech. She displayed the chart that had let the group continue. The task she had thought invisible turned out to be the one that made their common ground visible." ], "options": [ { "label": "Sana records reasons and then connects features shared by the competing plans." }, { "label": "The setting is named and the story has an ending." }, { "label": "An unrelated object appears and time passes." } ], "story": "Sana was assigned to record the discussion, a role she considered less important than presenting. While others debated, she wrote down the reasons attached to each proposal. After twenty minutes, the group seemed to have two incompatible plans. Sana noticed that both included a quiet entrance and movable seating. She drew a line between those shared features. The room grew quiet while everyone read her notes. They still disagreed about cost, but they no longer had to restart the whole plan. At the presentation, Sana did not deliver the opening speech. She displayed the chart that had let the group continue. The task she had thought invisible turned out to be the one that made their common ground visible.", "hint": "Connect an early response and a later choice; check both against the text.", "demonstration": [ "Two details and a clear connection", "Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change." ], "type": "choice", "variantKey": "g6:reading:evidence-5", "completionId": "75-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.evidence-6.v1", "prompt": "The Small Window: which pair of details best supports the character’s change?", "answer": "The narrator excludes the sign for appearance, then includes it to restore context.", "readSections": [ "I photographed the mural from across the street, carefully keeping the traffic sign out of the frame. In my picture the painted river seemed to flow through an untouched neighborhood. At the exhibit, a visitor asked why I had removed the sign warning of a flood route. I explained that it spoiled the composition. She said the sign was part of why the mural had been painted.", "Later I returned and made a second photograph. This time the sign stood at the edge, awkward but necessary. I hung both pictures with their dates and explained the choice I had made. Neither image showed everything. Together they made it harder for me to pretend that a frame was merely a border." ], "options": [ { "label": "The narrator excludes the sign for appearance, then includes it to restore context." }, { "label": "The setting is named and the story has an ending." }, { "label": "An unrelated object appears and time passes." } ], "story": "I photographed the mural from across the street, carefully keeping the traffic sign out of the frame. In my picture the painted river seemed to flow through an untouched neighborhood. At the exhibit, a visitor asked why I had removed the sign warning of a flood route. I explained that it spoiled the composition. She said the sign was part of why the mural had been painted. Later I returned and made a second photograph. This time the sign stood at the edge, awkward but necessary. I hung both pictures with their dates and explained the choice I had made. Neither image showed everything. Together they made it harder for me to pretend that a frame was merely a border.", "hint": "Connect an early response and a later choice; check both against the text.", "demonstration": [ "Two details and a clear connection", "Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change." ], "type": "choice", "variantKey": "g6:reading:evidence-6", "completionId": "80-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.evidence-7.v1", "prompt": "A Letter Returned: which pair of details best supports the character’s change?", "answer": "Eli revises useless after hearing Jo and limits the signature to actual supporters.", "readSections": [ "Eli wrote a complaint about the new bus stop and signed it for the entire block. Before sending it, he showed it to Jo, who used the new curb ramp every morning. Jo agreed that the shelter was too small but explained why the stop’s new position helped. Eli had described the move as useless. He crossed out the word, leaving a dark patch on the page.", "They asked three more neighbors what had changed for them and recorded both benefits and problems. The revised letter requested a larger shelter without asking to move the ramp. Eli no longer signed for everyone. He listed the people who had read and supported the request. The letter sounded less sweeping and more difficult to dismiss." ], "options": [ { "label": "Eli revises useless after hearing Jo and limits the signature to actual supporters." }, { "label": "The setting is named and the story has an ending." }, { "label": "An unrelated object appears and time passes." } ], "story": "Eli wrote a complaint about the new bus stop and signed it for the entire block. Before sending it, he showed it to Jo, who used the new curb ramp every morning. Jo agreed that the shelter was too small but explained why the stop’s new position helped. Eli had described the move as useless. He crossed out the word, leaving a dark patch on the page. They asked three more neighbors what had changed for them and recorded both benefits and problems. The revised letter requested a larger shelter without asking to move the ramp. Eli no longer signed for everyone. He listed the people who had read and supported the request. The letter sounded less sweeping and more difficult to dismiss.", "hint": "Connect an early response and a later choice; check both against the text.", "demonstration": [ "Two details and a clear connection", "Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change." ], "type": "choice", "variantKey": "g6:reading:evidence-7", "completionId": "85-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.evidence-8.v1", "prompt": "The Space Between: which pair of details best supports the character’s change?", "answer": "Ivo first calls the poem simple, then tests two readings and records a question.", "readSections": [ "The poem on the board had only six lines. Ivo finished reading it before the rest of the group looked up. He called it simple. Mira asked him to read it again, pausing at the line breaks instead of racing to the periods. A word at the end of the third line seemed certain until the fourth line changed its meaning. Ivo laughed, then looked embarrassed.", "During discussion he wanted to explain what the poem meant, but he noticed that Mira emphasized a different pause. They tried both readings aloud. The words stayed the same while the movement between them shifted. Ivo wrote a question in the margin where he had planned to write a final answer." ], "options": [ { "label": "Ivo first calls the poem simple, then tests two readings and records a question." }, { "label": "The setting is named and the story has an ending." }, { "label": "An unrelated object appears and time passes." } ], "story": "The poem on the board had only six lines. Ivo finished reading it before the rest of the group looked up. He called it simple. Mira asked him to read it again, pausing at the line breaks instead of racing to the periods. A word at the end of the third line seemed certain until the fourth line changed its meaning. Ivo laughed, then looked embarrassed. During discussion he wanted to explain what the poem meant, but he noticed that Mira emphasized a different pause. They tried both readings aloud. The words stayed the same while the movement between them shifted. Ivo wrote a question in the margin where he had planned to write a final answer.", "hint": "Connect an early response and a later choice; check both against the text.", "demonstration": [ "Two details and a clear connection", "Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change." ], "type": "choice", "variantKey": "g6:reading:evidence-8", "completionId": "90-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.evidence-9.v1", "prompt": "The Open Gate: which pair of details best supports the character’s change?", "answer": "Rae changes the route and explains the seedlings instead of relying only on a list of rules.", "readSections": [ "The garden committee voted to leave the gate open during the festival. Rae worried that someone might step on the seedlings and proposed a long list of rules. Tomas asked the group to walk the entrance as if they were new visitors. The route to the tool display ran directly beside the young plants, while an empty strip of path remained unused.", "Rae moved the display and marked the path with bright stones. During the festival, a child still reached toward a seedling. Rae explained what was growing and offered a leaf from the demonstration tray. At closing, most of the rules remained unwritten. Rae had learned that protecting a place could begin by helping people understand how to enter it." ], "options": [ { "label": "Rae changes the route and explains the seedlings instead of relying only on a list of rules." }, { "label": "The setting is named and the story has an ending." }, { "label": "An unrelated object appears and time passes." } ], "story": "The garden committee voted to leave the gate open during the festival. Rae worried that someone might step on the seedlings and proposed a long list of rules. Tomas asked the group to walk the entrance as if they were new visitors. The route to the tool display ran directly beside the young plants, while an empty strip of path remained unused. Rae moved the display and marked the path with bright stones. During the festival, a child still reached toward a seedling. Rae explained what was growing and offered a leaf from the demonstration tray. At closing, most of the rules remained unwritten. Rae had learned that protecting a place could begin by helping people understand how to enter it.", "hint": "Connect an early response and a later choice; check both against the text.", "demonstration": [ "Two details and a clear connection", "Pip quotes one early action and paraphrases a later response, then explains how both support an inference about change." ], "type": "choice", "variantKey": "g6:reading:evidence-9", "completionId": "95-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Trace how details develop a theme", "standard": "6.RC-L.5a", "demo": [ "Follow the idea through choices", "Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops." ], "prerequisites": [ "g6.reading.evidence" ], "id": "g6.reading.theme", "grade": 6, "subject": "g6-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.reading.theme-0.v1", "prompt": "The Unfinished Map: which theme develops through the choices and ending?", "answer": "Reliable knowledge includes admitting uncertainty.", "readSections": [ "Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller.", "Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route.", "For the first time, she was proud of a blank." ], "options": [ { "label": "Reliable knowledge includes admitting uncertainty." }, { "label": "Being certain is always more useful than reconsidering." }, { "label": "The first plan should never change after feedback." } ], "story": "Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller. Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route. For the first time, she was proud of a blank.", "hint": "Explain how more than one detail develops the theme.", "demonstration": [ "Follow the idea through choices", "Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops." ], "type": "choice", "variantKey": "g6:reading:theme-0", "completionId": "7-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.theme-1.v1", "prompt": "The Quiet Measure: which theme develops through the choices and ending?", "answer": "Collaboration can change how a person defines contribution.", "readSections": [ "I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending.", "I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made." ], "options": [ { "label": "Collaboration can change how a person defines contribution." }, { "label": "Being certain is always more useful than reconsidering." }, { "label": "The first plan should never change after feedback." } ], "story": "I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending. I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made.", "hint": "Explain how more than one detail develops the theme.", "demonstration": [ "Follow the idea through choices", "Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops." ], "type": "choice", "variantKey": "g6:reading:theme-1", "completionId": "31-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.theme-2.v1", "prompt": "A Second Label: which theme develops through the choices and ending?", "answer": "A responsible account can make room for conflicting experiences.", "readSections": [ "The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together.", "The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence." ], "options": [ { "label": "A responsible account can make room for conflicting experiences." }, { "label": "Being certain is always more useful than reconsidering." }, { "label": "The first plan should never change after feedback." } ], "story": "The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together. The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence.", "hint": "Explain how more than one detail develops the theme.", "demonstration": [ "Follow the idea through choices", "Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops." ], "type": "choice", "variantKey": "g6:reading:theme-2", "completionId": "47-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.theme-3.v1", "prompt": "The Borrowed Melody: which theme develops through the choices and ending?", "answer": "Respectful creative work includes understanding and crediting its sources.", "readSections": [ "Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event.", "Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed." ], "options": [ { "label": "Respectful creative work includes understanding and crediting its sources." }, { "label": "Being certain is always more useful than reconsidering." }, { "label": "The first plan should never change after feedback." } ], "story": "Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event. Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed.", "hint": "Explain how more than one detail develops the theme.", "demonstration": [ "Follow the idea through choices", "Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops." ], "type": "choice", "variantKey": "g6:reading:theme-3", "completionId": "57-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.theme-4.v1", "prompt": "The Last Trial: which theme develops through the choices and ending?", "answer": "Unexpected results can improve a design when they are examined honestly.", "readSections": [ "The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby.", "Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center." ], "options": [ { "label": "Unexpected results can improve a design when they are examined honestly." }, { "label": "Being certain is always more useful than reconsidering." }, { "label": "The first plan should never change after feedback." } ], "story": "The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby. Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center.", "hint": "Explain how more than one detail develops the theme.", "demonstration": [ "Follow the idea through choices", "Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops." ], "type": "choice", "variantKey": "g6:reading:theme-4", "completionId": "67-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.theme-5.v1", "prompt": "Across the Table: which theme develops through the choices and ending?", "answer": "Careful listening can reveal possibilities that debate alone misses.", "readSections": [ "Sana was assigned to record the discussion, a role she considered less important than presenting. While others debated, she wrote down the reasons attached to each proposal. After twenty minutes, the group seemed to have two incompatible plans. Sana noticed that both included a quiet entrance and movable seating. She drew a line between those shared features.", "The room grew quiet while everyone read her notes. They still disagreed about cost, but they no longer had to restart the whole plan. At the presentation, Sana did not deliver the opening speech. She displayed the chart that had let the group continue. The task she had thought invisible turned out to be the one that made their common ground visible." ], "options": [ { "label": "Careful listening can reveal possibilities that debate alone misses." }, { "label": "Being certain is always more useful than reconsidering." }, { "label": "The first plan should never change after feedback." } ], "story": "Sana was assigned to record the discussion, a role she considered less important than presenting. While others debated, she wrote down the reasons attached to each proposal. After twenty minutes, the group seemed to have two incompatible plans. Sana noticed that both included a quiet entrance and movable seating. She drew a line between those shared features. The room grew quiet while everyone read her notes. They still disagreed about cost, but they no longer had to restart the whole plan. At the presentation, Sana did not deliver the opening speech. She displayed the chart that had let the group continue. The task she had thought invisible turned out to be the one that made their common ground visible.", "hint": "Explain how more than one detail develops the theme.", "demonstration": [ "Follow the idea through choices", "Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops." ], "type": "choice", "variantKey": "g6:reading:theme-5", "completionId": "76-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.theme-6.v1", "prompt": "The Small Window: which theme develops through the choices and ending?", "answer": "The way information is framed can shape what viewers understand.", "readSections": [ "I photographed the mural from across the street, carefully keeping the traffic sign out of the frame. In my picture the painted river seemed to flow through an untouched neighborhood. At the exhibit, a visitor asked why I had removed the sign warning of a flood route. I explained that it spoiled the composition. She said the sign was part of why the mural had been painted.", "Later I returned and made a second photograph. This time the sign stood at the edge, awkward but necessary. I hung both pictures with their dates and explained the choice I had made. Neither image showed everything. Together they made it harder for me to pretend that a frame was merely a border." ], "options": [ { "label": "The way information is framed can shape what viewers understand." }, { "label": "Being certain is always more useful than reconsidering." }, { "label": "The first plan should never change after feedback." } ], "story": "I photographed the mural from across the street, carefully keeping the traffic sign out of the frame. In my picture the painted river seemed to flow through an untouched neighborhood. At the exhibit, a visitor asked why I had removed the sign warning of a flood route. I explained that it spoiled the composition. She said the sign was part of why the mural had been painted. Later I returned and made a second photograph. This time the sign stood at the edge, awkward but necessary. I hung both pictures with their dates and explained the choice I had made. Neither image showed everything. Together they made it harder for me to pretend that a frame was merely a border.", "hint": "Explain how more than one detail develops the theme.", "demonstration": [ "Follow the idea through choices", "Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops." ], "type": "choice", "variantKey": "g6:reading:theme-6", "completionId": "81-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.theme-7.v1", "prompt": "A Letter Returned: which theme develops through the choices and ending?", "answer": "A persuasive request can become stronger when it represents people accurately.", "readSections": [ "Eli wrote a complaint about the new bus stop and signed it for the entire block. Before sending it, he showed it to Jo, who used the new curb ramp every morning. Jo agreed that the shelter was too small but explained why the stop’s new position helped. Eli had described the move as useless. He crossed out the word, leaving a dark patch on the page.", "They asked three more neighbors what had changed for them and recorded both benefits and problems. The revised letter requested a larger shelter without asking to move the ramp. Eli no longer signed for everyone. He listed the people who had read and supported the request. The letter sounded less sweeping and more difficult to dismiss." ], "options": [ { "label": "A persuasive request can become stronger when it represents people accurately." }, { "label": "Being certain is always more useful than reconsidering." }, { "label": "The first plan should never change after feedback." } ], "story": "Eli wrote a complaint about the new bus stop and signed it for the entire block. Before sending it, he showed it to Jo, who used the new curb ramp every morning. Jo agreed that the shelter was too small but explained why the stop’s new position helped. Eli had described the move as useless. He crossed out the word, leaving a dark patch on the page. They asked three more neighbors what had changed for them and recorded both benefits and problems. The revised letter requested a larger shelter without asking to move the ramp. Eli no longer signed for everyone. He listed the people who had read and supported the request. The letter sounded less sweeping and more difficult to dismiss.", "hint": "Explain how more than one detail develops the theme.", "demonstration": [ "Follow the idea through choices", "Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops." ], "type": "choice", "variantKey": "g6:reading:theme-7", "completionId": "86-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.theme-8.v1", "prompt": "The Space Between: which theme develops through the choices and ending?", "answer": "Attentive rereading can reveal complexity that a quick reading misses.", "readSections": [ "The poem on the board had only six lines. Ivo finished reading it before the rest of the group looked up. He called it simple. Mira asked him to read it again, pausing at the line breaks instead of racing to the periods. A word at the end of the third line seemed certain until the fourth line changed its meaning. Ivo laughed, then looked embarrassed.", "During discussion he wanted to explain what the poem meant, but he noticed that Mira emphasized a different pause. They tried both readings aloud. The words stayed the same while the movement between them shifted. Ivo wrote a question in the margin where he had planned to write a final answer." ], "options": [ { "label": "Attentive rereading can reveal complexity that a quick reading misses." }, { "label": "Being certain is always more useful than reconsidering." }, { "label": "The first plan should never change after feedback." } ], "story": "The poem on the board had only six lines. Ivo finished reading it before the rest of the group looked up. He called it simple. Mira asked him to read it again, pausing at the line breaks instead of racing to the periods. A word at the end of the third line seemed certain until the fourth line changed its meaning. Ivo laughed, then looked embarrassed. During discussion he wanted to explain what the poem meant, but he noticed that Mira emphasized a different pause. They tried both readings aloud. The words stayed the same while the movement between them shifted. Ivo wrote a question in the margin where he had planned to write a final answer.", "hint": "Explain how more than one detail develops the theme.", "demonstration": [ "Follow the idea through choices", "Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops." ], "type": "choice", "variantKey": "g6:reading:theme-8", "completionId": "91-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.theme-9.v1", "prompt": "The Open Gate: which theme develops through the choices and ending?", "answer": "Thoughtful design and explanation can support care better than rules alone.", "readSections": [ "The garden committee voted to leave the gate open during the festival. Rae worried that someone might step on the seedlings and proposed a long list of rules. Tomas asked the group to walk the entrance as if they were new visitors. The route to the tool display ran directly beside the young plants, while an empty strip of path remained unused.", "Rae moved the display and marked the path with bright stones. During the festival, a child still reached toward a seedling. Rae explained what was growing and offered a leaf from the demonstration tray. At closing, most of the rules remained unwritten. Rae had learned that protecting a place could begin by helping people understand how to enter it." ], "options": [ { "label": "Thoughtful design and explanation can support care better than rules alone." }, { "label": "Being certain is always more useful than reconsidering." }, { "label": "The first plan should never change after feedback." } ], "story": "The garden committee voted to leave the gate open during the festival. Rae worried that someone might step on the seedlings and proposed a long list of rules. Tomas asked the group to walk the entrance as if they were new visitors. The route to the tool display ran directly beside the young plants, while an empty strip of path remained unused. Rae moved the display and marked the path with bright stones. During the festival, a child still reached toward a seedling. Rae explained what was growing and offered a leaf from the demonstration tray. At closing, most of the rules remained unwritten. Rae had learned that protecting a place could begin by helping people understand how to enter it.", "hint": "Explain how more than one detail develops the theme.", "demonstration": [ "Follow the idea through choices", "Pip connects an early mistake, a difficult choice, and the ending to explain how a theme develops." ], "type": "choice", "variantKey": "g6:reading:theme-9", "completionId": "96-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Explain character response and change through the plot", "standard": "6.RC-L.5b", "demo": [ "Before → turning point → after", "Pip compares a character’s first response with a later choice and explains which event caused the change." ], "prerequisites": [ "g6.reading.evidence" ], "id": "g6.reading.character", "grade": 6, "subject": "g6-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.reading.character-0.v1", "prompt": "The Unfinished Map: which explanation best describes the central change?", "answer": "Mara shifts from appearing certain to helping readers judge evidence.", "readSections": [ "Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller.", "Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route.", "For the first time, she was proud of a blank." ], "options": [ { "label": "Mara shifts from appearing certain to helping readers judge evidence." }, { "label": "The character learns that evidence never matters." }, { "label": "The character has exactly the same response at the beginning and end." } ], "story": "Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller. Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route. For the first time, she was proud of a blank.", "hint": "Find the turning point and compare responses before and after it.", "demonstration": [ "Before → turning point → after", "Pip compares a character’s first response with a later choice and explains which event caused the change." ], "type": "choice", "variantKey": "g6:reading:character-0", "completionId": "12-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.character-1.v1", "prompt": "The Quiet Measure: which explanation best describes the central change?", "answer": "The narrator begins protective of personal work and ends focused on the shared result.", "readSections": [ "I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending.", "I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made." ], "options": [ { "label": "The narrator begins protective of personal work and ends focused on the shared result." }, { "label": "The character learns that evidence never matters." }, { "label": "The character has exactly the same response at the beginning and end." } ], "story": "I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending. I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made.", "hint": "Find the turning point and compare responses before and after it.", "demonstration": [ "Before → turning point → after", "Pip compares a character’s first response with a later choice and explains which event caused the change." ], "type": "choice", "variantKey": "g6:reading:character-1", "completionId": "35-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.character-2.v1", "prompt": "A Second Label: which explanation best describes the central change?", "answer": "Ben moves from defending a tidy claim to accepting evidence-based disagreement.", "readSections": [ "The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together.", "The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence." ], "options": [ { "label": "Ben moves from defending a tidy claim to accepting evidence-based disagreement." }, { "label": "The character learns that evidence never matters." }, { "label": "The character has exactly the same response at the beginning and end." } ], "story": "The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together. The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence.", "hint": "Find the turning point and compare responses before and after it.", "demonstration": [ "Before → turning point → after", "Pip compares a character’s first response with a later choice and explains which event caused the change." ], "type": "choice", "variantKey": "g6:reading:character-2", "completionId": "49-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.character-3.v1", "prompt": "The Borrowed Melody: which explanation best describes the central change?", "answer": "Ari changes from treating context as a delay to treating it as part of the music.", "readSections": [ "Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event.", "Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed." ], "options": [ { "label": "Ari changes from treating context as a delay to treating it as part of the music." }, { "label": "The character learns that evidence never matters." }, { "label": "The character has exactly the same response at the beginning and end." } ], "story": "Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event. Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed.", "hint": "Find the turning point and compare responses before and after it.", "demonstration": [ "Before → turning point → after", "Pip compares a character’s first response with a later choice and explains which event caused the change." ], "type": "choice", "variantKey": "g6:reading:character-3", "completionId": "59-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.character-4.v1", "prompt": "The Last Trial: which explanation best describes the central change?", "answer": "Dev moves from excluding inconvenient evidence to valuing what it reveals.", "readSections": [ "The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby.", "Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center." ], "options": [ { "label": "Dev moves from excluding inconvenient evidence to valuing what it reveals." }, { "label": "The character learns that evidence never matters." }, { "label": "The character has exactly the same response at the beginning and end." } ], "story": "The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby. Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center.", "hint": "Find the turning point and compare responses before and after it.", "demonstration": [ "Before → turning point → after", "Pip compares a character’s first response with a later choice and explains which event caused the change." ], "type": "choice", "variantKey": "g6:reading:character-4", "completionId": "69-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.character-5.v1", "prompt": "Across the Table: which explanation best describes the central change?", "answer": "Sana comes to value the organizing role she originally dismissed.", "readSections": [ "Sana was assigned to record the discussion, a role she considered less important than presenting. While others debated, she wrote down the reasons attached to each proposal. After twenty minutes, the group seemed to have two incompatible plans. Sana noticed that both included a quiet entrance and movable seating. She drew a line between those shared features.", "The room grew quiet while everyone read her notes. They still disagreed about cost, but they no longer had to restart the whole plan. At the presentation, Sana did not deliver the opening speech. She displayed the chart that had let the group continue. The task she had thought invisible turned out to be the one that made their common ground visible." ], "options": [ { "label": "Sana comes to value the organizing role she originally dismissed." }, { "label": "The character learns that evidence never matters." }, { "label": "The character has exactly the same response at the beginning and end." } ], "story": "Sana was assigned to record the discussion, a role she considered less important than presenting. While others debated, she wrote down the reasons attached to each proposal. After twenty minutes, the group seemed to have two incompatible plans. Sana noticed that both included a quiet entrance and movable seating. She drew a line between those shared features. The room grew quiet while everyone read her notes. They still disagreed about cost, but they no longer had to restart the whole plan. At the presentation, Sana did not deliver the opening speech. She displayed the chart that had let the group continue. The task she had thought invisible turned out to be the one that made their common ground visible.", "hint": "Find the turning point and compare responses before and after it.", "demonstration": [ "Before → turning point → after", "Pip compares a character’s first response with a later choice and explains which event caused the change." ], "type": "choice", "variantKey": "g6:reading:character-5", "completionId": "77-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.character-6.v1", "prompt": "The Small Window: which explanation best describes the central change?", "answer": "The narrator shifts from seeing framing as decoration to recognizing its influence.", "readSections": [ "I photographed the mural from across the street, carefully keeping the traffic sign out of the frame. In my picture the painted river seemed to flow through an untouched neighborhood. At the exhibit, a visitor asked why I had removed the sign warning of a flood route. I explained that it spoiled the composition. She said the sign was part of why the mural had been painted.", "Later I returned and made a second photograph. This time the sign stood at the edge, awkward but necessary. I hung both pictures with their dates and explained the choice I had made. Neither image showed everything. Together they made it harder for me to pretend that a frame was merely a border." ], "options": [ { "label": "The narrator shifts from seeing framing as decoration to recognizing its influence." }, { "label": "The character learns that evidence never matters." }, { "label": "The character has exactly the same response at the beginning and end." } ], "story": "I photographed the mural from across the street, carefully keeping the traffic sign out of the frame. In my picture the painted river seemed to flow through an untouched neighborhood. At the exhibit, a visitor asked why I had removed the sign warning of a flood route. I explained that it spoiled the composition. She said the sign was part of why the mural had been painted. Later I returned and made a second photograph. This time the sign stood at the edge, awkward but necessary. I hung both pictures with their dates and explained the choice I had made. Neither image showed everything. Together they made it harder for me to pretend that a frame was merely a border.", "hint": "Find the turning point and compare responses before and after it.", "demonstration": [ "Before → turning point → after", "Pip compares a character’s first response with a later choice and explains which event caused the change." ], "type": "choice", "variantKey": "g6:reading:character-6", "completionId": "82-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.character-7.v1", "prompt": "A Letter Returned: which explanation best describes the central change?", "answer": "Eli replaces an assumed shared opinion with a more precise, supported request.", "readSections": [ "Eli wrote a complaint about the new bus stop and signed it for the entire block. Before sending it, he showed it to Jo, who used the new curb ramp every morning. Jo agreed that the shelter was too small but explained why the stop’s new position helped. Eli had described the move as useless. He crossed out the word, leaving a dark patch on the page.", "They asked three more neighbors what had changed for them and recorded both benefits and problems. The revised letter requested a larger shelter without asking to move the ramp. Eli no longer signed for everyone. He listed the people who had read and supported the request. The letter sounded less sweeping and more difficult to dismiss." ], "options": [ { "label": "Eli replaces an assumed shared opinion with a more precise, supported request." }, { "label": "The character learns that evidence never matters." }, { "label": "The character has exactly the same response at the beginning and end." } ], "story": "Eli wrote a complaint about the new bus stop and signed it for the entire block. Before sending it, he showed it to Jo, who used the new curb ramp every morning. Jo agreed that the shelter was too small but explained why the stop’s new position helped. Eli had described the move as useless. He crossed out the word, leaving a dark patch on the page. They asked three more neighbors what had changed for them and recorded both benefits and problems. The revised letter requested a larger shelter without asking to move the ramp. Eli no longer signed for everyone. He listed the people who had read and supported the request. The letter sounded less sweeping and more difficult to dismiss.", "hint": "Find the turning point and compare responses before and after it.", "demonstration": [ "Before → turning point → after", "Pip compares a character’s first response with a later choice and explains which event caused the change." ], "type": "choice", "variantKey": "g6:reading:character-7", "completionId": "87-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.character-8.v1", "prompt": "The Space Between: which explanation best describes the central change?", "answer": "Ivo moves from quick certainty toward curiosity about interpretation.", "readSections": [ "The poem on the board had only six lines. Ivo finished reading it before the rest of the group looked up. He called it simple. Mira asked him to read it again, pausing at the line breaks instead of racing to the periods. A word at the end of the third line seemed certain until the fourth line changed its meaning. Ivo laughed, then looked embarrassed.", "During discussion he wanted to explain what the poem meant, but he noticed that Mira emphasized a different pause. They tried both readings aloud. The words stayed the same while the movement between them shifted. Ivo wrote a question in the margin where he had planned to write a final answer." ], "options": [ { "label": "Ivo moves from quick certainty toward curiosity about interpretation." }, { "label": "The character learns that evidence never matters." }, { "label": "The character has exactly the same response at the beginning and end." } ], "story": "The poem on the board had only six lines. Ivo finished reading it before the rest of the group looked up. He called it simple. Mira asked him to read it again, pausing at the line breaks instead of racing to the periods. A word at the end of the third line seemed certain until the fourth line changed its meaning. Ivo laughed, then looked embarrassed. During discussion he wanted to explain what the poem meant, but he noticed that Mira emphasized a different pause. They tried both readings aloud. The words stayed the same while the movement between them shifted. Ivo wrote a question in the margin where he had planned to write a final answer.", "hint": "Find the turning point and compare responses before and after it.", "demonstration": [ "Before → turning point → after", "Pip compares a character’s first response with a later choice and explains which event caused the change." ], "type": "choice", "variantKey": "g6:reading:character-8", "completionId": "92-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.character-9.v1", "prompt": "The Open Gate: which explanation best describes the central change?", "answer": "Rae expands from preventing mistakes to making responsible participation easier.", "readSections": [ "The garden committee voted to leave the gate open during the festival. Rae worried that someone might step on the seedlings and proposed a long list of rules. Tomas asked the group to walk the entrance as if they were new visitors. The route to the tool display ran directly beside the young plants, while an empty strip of path remained unused.", "Rae moved the display and marked the path with bright stones. During the festival, a child still reached toward a seedling. Rae explained what was growing and offered a leaf from the demonstration tray. At closing, most of the rules remained unwritten. Rae had learned that protecting a place could begin by helping people understand how to enter it." ], "options": [ { "label": "Rae expands from preventing mistakes to making responsible participation easier." }, { "label": "The character learns that evidence never matters." }, { "label": "The character has exactly the same response at the beginning and end." } ], "story": "The garden committee voted to leave the gate open during the festival. Rae worried that someone might step on the seedlings and proposed a long list of rules. Tomas asked the group to walk the entrance as if they were new visitors. The route to the tool display ran directly beside the young plants, while an empty strip of path remained unused. Rae moved the display and marked the path with bright stones. During the festival, a child still reached toward a seedling. Rae explained what was growing and offered a leaf from the demonstration tray. At closing, most of the rules remained unwritten. Rae had learned that protecting a place could begin by helping people understand how to enter it.", "hint": "Find the turning point and compare responses before and after it.", "demonstration": [ "Before → turning point → after", "Pip compares a character’s first response with a later choice and explains which event caused the change." ], "type": "choice", "variantKey": "g6:reading:character-9", "completionId": "97-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Explain how scenes and forms contribute to meaning", "standard": "6.RC-L.5c,e", "demo": [ "Why put this scene here?", "Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme." ], "prerequisites": [ "g6.reading.evidence" ], "id": "g6.reading.structure", "grade": 6, "subject": "g6-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.reading.structure-0.v1", "prompt": "The Unfinished Map: explain how the turning-point scene contributes to the whole story.", "expected": "The recent notice challenges the confidence established in the opening.", "readSections": [ "Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller.", "Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route.", "For the first time, she was proud of a blank." ], "story": "Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller. Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route. For the first time, she was proud of a blank.", "hint": "Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.", "demonstration": [ "Why put this scene here?", "Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:structure-0", "completionId": "17-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.structure-1.v1", "prompt": "The Quiet Measure: explain how the turning-point scene contributes to the whole story.", "expected": "The two rehearsals create the comparison that changes the narrator’s thinking.", "readSections": [ "I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending.", "I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made." ], "story": "I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending. I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made.", "hint": "Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.", "demonstration": [ "Why put this scene here?", "Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:structure-1", "completionId": "39-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.structure-2.v1", "prompt": "A Second Label: explain how the turning-point scene contributes to the whole story.", "expected": "Sal’s question interrupts the simple framing and opens the central problem.", "readSections": [ "The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together.", "The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence." ], "story": "The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together. The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence.", "hint": "Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.", "demonstration": [ "Why put this scene here?", "Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:structure-2", "completionId": "51-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.structure-3.v1", "prompt": "The Borrowed Melody: explain how the turning-point scene contributes to the whole story.", "expected": "The source note reveals information that overturns the first description.", "readSections": [ "Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event.", "Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed." ], "story": "Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event. Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed.", "hint": "Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.", "demonstration": [ "Why put this scene here?", "Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:structure-3", "completionId": "61-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.structure-4.v1", "prompt": "The Last Trial: explain how the turning-point scene contributes to the whole story.", "expected": "The repeated trial tests the explanation that a sleeve caused the failure.", "readSections": [ "The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby.", "Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center." ], "story": "The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby. Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center.", "hint": "Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.", "demonstration": [ "Why put this scene here?", "Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:structure-4", "completionId": "71-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.structure-5.v1", "prompt": "Across the Table: explain how the turning-point scene contributes to the whole story.", "expected": "The chart turns a stalled debate into a narrower, workable disagreement.", "readSections": [ "Sana was assigned to record the discussion, a role she considered less important than presenting. While others debated, she wrote down the reasons attached to each proposal. After twenty minutes, the group seemed to have two incompatible plans. Sana noticed that both included a quiet entrance and movable seating. She drew a line between those shared features.", "The room grew quiet while everyone read her notes. They still disagreed about cost, but they no longer had to restart the whole plan. At the presentation, Sana did not deliver the opening speech. She displayed the chart that had let the group continue. The task she had thought invisible turned out to be the one that made their common ground visible." ], "story": "Sana was assigned to record the discussion, a role she considered less important than presenting. While others debated, she wrote down the reasons attached to each proposal. After twenty minutes, the group seemed to have two incompatible plans. Sana noticed that both included a quiet entrance and movable seating. She drew a line between those shared features. The room grew quiet while everyone read her notes. They still disagreed about cost, but they no longer had to restart the whole plan. At the presentation, Sana did not deliver the opening speech. She displayed the chart that had let the group continue. The task she had thought invisible turned out to be the one that made their common ground visible.", "hint": "Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.", "demonstration": [ "Why put this scene here?", "Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:structure-5", "completionId": "78-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.structure-6.v1", "prompt": "The Small Window: explain how the turning-point scene contributes to the whole story.", "expected": "The visitor’s question gives an omitted detail new significance.", "readSections": [ "I photographed the mural from across the street, carefully keeping the traffic sign out of the frame. In my picture the painted river seemed to flow through an untouched neighborhood. At the exhibit, a visitor asked why I had removed the sign warning of a flood route. I explained that it spoiled the composition. She said the sign was part of why the mural had been painted.", "Later I returned and made a second photograph. This time the sign stood at the edge, awkward but necessary. I hung both pictures with their dates and explained the choice I had made. Neither image showed everything. Together they made it harder for me to pretend that a frame was merely a border." ], "story": "I photographed the mural from across the street, carefully keeping the traffic sign out of the frame. In my picture the painted river seemed to flow through an untouched neighborhood. At the exhibit, a visitor asked why I had removed the sign warning of a flood route. I explained that it spoiled the composition. She said the sign was part of why the mural had been painted. Later I returned and made a second photograph. This time the sign stood at the edge, awkward but necessary. I hung both pictures with their dates and explained the choice I had made. Neither image showed everything. Together they made it harder for me to pretend that a frame was merely a border.", "hint": "Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.", "demonstration": [ "Why put this scene here?", "Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:structure-6", "completionId": "83-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.structure-7.v1", "prompt": "A Letter Returned: explain how the turning-point scene contributes to the whole story.", "expected": "Jo’s account introduces a benefit that the opening complaint overlooks.", "readSections": [ "Eli wrote a complaint about the new bus stop and signed it for the entire block. Before sending it, he showed it to Jo, who used the new curb ramp every morning. Jo agreed that the shelter was too small but explained why the stop’s new position helped. Eli had described the move as useless. He crossed out the word, leaving a dark patch on the page.", "They asked three more neighbors what had changed for them and recorded both benefits and problems. The revised letter requested a larger shelter without asking to move the ramp. Eli no longer signed for everyone. He listed the people who had read and supported the request. The letter sounded less sweeping and more difficult to dismiss." ], "story": "Eli wrote a complaint about the new bus stop and signed it for the entire block. Before sending it, he showed it to Jo, who used the new curb ramp every morning. Jo agreed that the shelter was too small but explained why the stop’s new position helped. Eli had described the move as useless. He crossed out the word, leaving a dark patch on the page. They asked three more neighbors what had changed for them and recorded both benefits and problems. The revised letter requested a larger shelter without asking to move the ramp. Eli no longer signed for everyone. He listed the people who had read and supported the request. The letter sounded less sweeping and more difficult to dismiss.", "hint": "Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.", "demonstration": [ "Why put this scene here?", "Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:structure-7", "completionId": "88-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.structure-8.v1", "prompt": "The Space Between: explain how the turning-point scene contributes to the whole story.", "expected": "The changed pause demonstrates how the poem’s structure affects meaning.", "readSections": [ "The poem on the board had only six lines. Ivo finished reading it before the rest of the group looked up. He called it simple. Mira asked him to read it again, pausing at the line breaks instead of racing to the periods. A word at the end of the third line seemed certain until the fourth line changed its meaning. Ivo laughed, then looked embarrassed.", "During discussion he wanted to explain what the poem meant, but he noticed that Mira emphasized a different pause. They tried both readings aloud. The words stayed the same while the movement between them shifted. Ivo wrote a question in the margin where he had planned to write a final answer." ], "story": "The poem on the board had only six lines. Ivo finished reading it before the rest of the group looked up. He called it simple. Mira asked him to read it again, pausing at the line breaks instead of racing to the periods. A word at the end of the third line seemed certain until the fourth line changed its meaning. Ivo laughed, then looked embarrassed. During discussion he wanted to explain what the poem meant, but he noticed that Mira emphasized a different pause. They tried both readings aloud. The words stayed the same while the movement between them shifted. Ivo wrote a question in the margin where he had planned to write a final answer.", "hint": "Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.", "demonstration": [ "Why put this scene here?", "Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:structure-8", "completionId": "93-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.structure-9.v1", "prompt": "The Open Gate: explain how the turning-point scene contributes to the whole story.", "expected": "Walking the entrance reveals a design problem behind the feared behavior.", "readSections": [ "The garden committee voted to leave the gate open during the festival. Rae worried that someone might step on the seedlings and proposed a long list of rules. Tomas asked the group to walk the entrance as if they were new visitors. The route to the tool display ran directly beside the young plants, while an empty strip of path remained unused.", "Rae moved the display and marked the path with bright stones. During the festival, a child still reached toward a seedling. Rae explained what was growing and offered a leaf from the demonstration tray. At closing, most of the rules remained unwritten. Rae had learned that protecting a place could begin by helping people understand how to enter it." ], "story": "The garden committee voted to leave the gate open during the festival. Rae worried that someone might step on the seedlings and proposed a long list of rules. Tomas asked the group to walk the entrance as if they were new visitors. The route to the tool display ran directly beside the young plants, while an empty strip of path remained unused. Rae moved the display and marked the path with bright stones. During the festival, a child still reached toward a seedling. Rae explained what was growing and offered a leaf from the demonstration tray. At closing, most of the rules remained unwritten. Rae had learned that protecting a place could begin by helping people understand how to enter it.", "hint": "Use two details and consider what would change if the scene were removed. Then compare this theme with an adult-selected poem or another genre.", "demonstration": [ "Why put this scene here?", "Pip explains how a delayed discovery changes a scene, then compares a poem and a story about the same theme." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:structure-9", "completionId": "98-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Explain how an author develops a narrator’s viewpoint", "standard": "6.RC-L.5d", "demo": [ "Knowledge, language, and limits", "Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account." ], "prerequisites": [], "id": "g6.reading.viewpoint", "grade": 6, "subject": "g6-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.reading.viewpoint-0.v1", "prompt": "The Unfinished Map: explain how the author develops the narrator’s viewpoint.", "readSections": [ "Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller.", "Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route.", "For the first time, she was proud of a blank." ], "story": "Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller. Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route. For the first time, she was proud of a blank.", "hint": "Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.", "demonstration": [ "Knowledge, language, and limits", "Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:viewpoint-0", "completionId": "22-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.viewpoint-1.v1", "prompt": "The Quiet Measure: explain how the author develops the narrator’s viewpoint.", "readSections": [ "I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending.", "I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made." ], "story": "I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending. I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made.", "hint": "Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.", "demonstration": [ "Knowledge, language, and limits", "Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:viewpoint-1", "completionId": "43-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.viewpoint-2.v1", "prompt": "A Second Label: explain how the author develops the narrator’s viewpoint.", "readSections": [ "The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together.", "The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence." ], "story": "The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together. The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence.", "hint": "Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.", "demonstration": [ "Knowledge, language, and limits", "Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:viewpoint-2", "completionId": "53-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.viewpoint-3.v1", "prompt": "The Borrowed Melody: explain how the author develops the narrator’s viewpoint.", "readSections": [ "Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event.", "Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed." ], "story": "Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event. Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed.", "hint": "Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.", "demonstration": [ "Knowledge, language, and limits", "Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:viewpoint-3", "completionId": "63-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.viewpoint-4.v1", "prompt": "The Last Trial: explain how the author develops the narrator’s viewpoint.", "readSections": [ "The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby.", "Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center." ], "story": "The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby. Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center.", "hint": "Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.", "demonstration": [ "Knowledge, language, and limits", "Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:viewpoint-4", "completionId": "73-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.viewpoint-5.v1", "prompt": "Across the Table: explain how the author develops the narrator’s viewpoint.", "readSections": [ "Sana was assigned to record the discussion, a role she considered less important than presenting. While others debated, she wrote down the reasons attached to each proposal. After twenty minutes, the group seemed to have two incompatible plans. Sana noticed that both included a quiet entrance and movable seating. She drew a line between those shared features.", "The room grew quiet while everyone read her notes. They still disagreed about cost, but they no longer had to restart the whole plan. At the presentation, Sana did not deliver the opening speech. She displayed the chart that had let the group continue. The task she had thought invisible turned out to be the one that made their common ground visible." ], "story": "Sana was assigned to record the discussion, a role she considered less important than presenting. While others debated, she wrote down the reasons attached to each proposal. After twenty minutes, the group seemed to have two incompatible plans. Sana noticed that both included a quiet entrance and movable seating. She drew a line between those shared features. The room grew quiet while everyone read her notes. They still disagreed about cost, but they no longer had to restart the whole plan. At the presentation, Sana did not deliver the opening speech. She displayed the chart that had let the group continue. The task she had thought invisible turned out to be the one that made their common ground visible.", "hint": "Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.", "demonstration": [ "Knowledge, language, and limits", "Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:viewpoint-5", "completionId": "79-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.viewpoint-6.v1", "prompt": "The Small Window: explain how the author develops the narrator’s viewpoint.", "readSections": [ "I photographed the mural from across the street, carefully keeping the traffic sign out of the frame. In my picture the painted river seemed to flow through an untouched neighborhood. At the exhibit, a visitor asked why I had removed the sign warning of a flood route. I explained that it spoiled the composition. She said the sign was part of why the mural had been painted.", "Later I returned and made a second photograph. This time the sign stood at the edge, awkward but necessary. I hung both pictures with their dates and explained the choice I had made. Neither image showed everything. Together they made it harder for me to pretend that a frame was merely a border." ], "story": "I photographed the mural from across the street, carefully keeping the traffic sign out of the frame. In my picture the painted river seemed to flow through an untouched neighborhood. At the exhibit, a visitor asked why I had removed the sign warning of a flood route. I explained that it spoiled the composition. She said the sign was part of why the mural had been painted. Later I returned and made a second photograph. This time the sign stood at the edge, awkward but necessary. I hung both pictures with their dates and explained the choice I had made. Neither image showed everything. Together they made it harder for me to pretend that a frame was merely a border.", "hint": "Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.", "demonstration": [ "Knowledge, language, and limits", "Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:viewpoint-6", "completionId": "84-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.viewpoint-7.v1", "prompt": "A Letter Returned: explain how the author develops the narrator’s viewpoint.", "readSections": [ "Eli wrote a complaint about the new bus stop and signed it for the entire block. Before sending it, he showed it to Jo, who used the new curb ramp every morning. Jo agreed that the shelter was too small but explained why the stop’s new position helped. Eli had described the move as useless. He crossed out the word, leaving a dark patch on the page.", "They asked three more neighbors what had changed for them and recorded both benefits and problems. The revised letter requested a larger shelter without asking to move the ramp. Eli no longer signed for everyone. He listed the people who had read and supported the request. The letter sounded less sweeping and more difficult to dismiss." ], "story": "Eli wrote a complaint about the new bus stop and signed it for the entire block. Before sending it, he showed it to Jo, who used the new curb ramp every morning. Jo agreed that the shelter was too small but explained why the stop’s new position helped. Eli had described the move as useless. He crossed out the word, leaving a dark patch on the page. They asked three more neighbors what had changed for them and recorded both benefits and problems. The revised letter requested a larger shelter without asking to move the ramp. Eli no longer signed for everyone. He listed the people who had read and supported the request. The letter sounded less sweeping and more difficult to dismiss.", "hint": "Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.", "demonstration": [ "Knowledge, language, and limits", "Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:viewpoint-7", "completionId": "89-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.viewpoint-8.v1", "prompt": "The Space Between: explain how the author develops the narrator’s viewpoint.", "readSections": [ "The poem on the board had only six lines. Ivo finished reading it before the rest of the group looked up. He called it simple. Mira asked him to read it again, pausing at the line breaks instead of racing to the periods. A word at the end of the third line seemed certain until the fourth line changed its meaning. Ivo laughed, then looked embarrassed.", "During discussion he wanted to explain what the poem meant, but he noticed that Mira emphasized a different pause. They tried both readings aloud. The words stayed the same while the movement between them shifted. Ivo wrote a question in the margin where he had planned to write a final answer." ], "story": "The poem on the board had only six lines. Ivo finished reading it before the rest of the group looked up. He called it simple. Mira asked him to read it again, pausing at the line breaks instead of racing to the periods. A word at the end of the third line seemed certain until the fourth line changed its meaning. Ivo laughed, then looked embarrassed. During discussion he wanted to explain what the poem meant, but he noticed that Mira emphasized a different pause. They tried both readings aloud. The words stayed the same while the movement between them shifted. Ivo wrote a question in the margin where he had planned to write a final answer.", "hint": "Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.", "demonstration": [ "Knowledge, language, and limits", "Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:viewpoint-8", "completionId": "94-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.viewpoint-9.v1", "prompt": "The Open Gate: explain how the author develops the narrator’s viewpoint.", "readSections": [ "The garden committee voted to leave the gate open during the festival. Rae worried that someone might step on the seedlings and proposed a long list of rules. Tomas asked the group to walk the entrance as if they were new visitors. The route to the tool display ran directly beside the young plants, while an empty strip of path remained unused.", "Rae moved the display and marked the path with bright stones. During the festival, a child still reached toward a seedling. Rae explained what was growing and offered a leaf from the demonstration tray. At closing, most of the rules remained unwritten. Rae had learned that protecting a place could begin by helping people understand how to enter it." ], "story": "The garden committee voted to leave the gate open during the festival. Rae worried that someone might step on the seedlings and proposed a long list of rules. Tomas asked the group to walk the entrance as if they were new visitors. The route to the tool display ran directly beside the young plants, while an empty strip of path remained unused. Rae moved the display and marked the path with bright stones. During the festival, a child still reached toward a seedling. Rae explained what was growing and offered a leaf from the demonstration tray. At closing, most of the rules remained unwritten. Rae had learned that protecting a place could begin by helping people understand how to enter it.", "hint": "Quote or paraphrase two clues about knowledge or attitude. Rewrite a short moment from another viewpoint and explain what changes without inventing evidence about the original narrator.", "demonstration": [ "Knowledge, language, and limits", "Pip notices what a narrator can know, quotes words that reveal an attitude, and considers a different account." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:viewpoint-9", "completionId": "99-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Trace central ideas, elaboration and structure", "standard": "6.RC-NF.6a–c", "demo": [ "Idea → development → objective summary", "Pip links examples to a central idea and writes a summary that leaves out personal judgments." ], "prerequisites": [], "id": "g6.reading.nonfiction", "grade": 6, "subject": "g6-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.reading.central-0.v1", "prompt": "School shade: which central idea fits the source set?", "answer": "The sources support further testing of a possible shade design.", "readSections": [ "A student report says a shaded model surface reached 24 degrees while an exposed model reached 31 degrees during one trial. It proposes testing shade cloth. A caretaker’s account notes that wind and time of day changed during the trial. A planning memo recommends repeated measurements before buying materials. These are invented practice sources, not local weather data." ], "options": [ { "label": "The sources support further testing of a possible shade design." }, { "label": "One account contains every possible perspective." }, { "label": "The strongest wording always has the strongest evidence." } ], "story": "A student report says a shaded model surface reached 24 degrees while an exposed model reached 31 degrees during one trial. It proposes testing shade cloth. A caretaker’s account notes that wind and time of day changed during the trial. A planning memo recommends repeated measurements before buying materials. These are invented practice sources, not local weather data.", "hint": "Use the details from more than one source.", "demonstration": [ "Idea → development → objective summary", "Pip links examples to a central idea and writes a summary that leaves out personal judgments." ], "type": "choice", "variantKey": "g6:reading:central-0", "completionId": "3-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.summary-0.v1", "prompt": "School shade: write an objective summary.", "readSections": [ "A student report says a shaded model surface reached 24 degrees while an exposed model reached 31 degrees during one trial. It proposes testing shade cloth. A caretaker’s account notes that wind and time of day changed during the trial. A planning memo recommends repeated measurements before buying materials. These are invented practice sources, not local weather data." ], "story": "A student report says a shaded model surface reached 24 degrees while an exposed model reached 31 degrees during one trial. It proposes testing shade cloth. A caretaker’s account notes that wind and time of day changed during the trial. A planning memo recommends repeated measurements before buying materials. These are invented practice sources, not local weather data.", "hint": "Trace how the key idea is introduced and elaborated. Include several relevant details; keep personal recommendations separate from the summary.", "demonstration": [ "Idea → development → objective summary", "Pip links examples to a central idea and writes a summary that leaves out personal judgments." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:summary-0", "completionId": "13-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.organization-0.v1", "prompt": "School shade: explain the job of each source section.", "readSections": [ "A student report says a shaded model surface reached 24 degrees while an exposed model reached 31 degrees during one trial. It proposes testing shade cloth. A caretaker’s account notes that wind and time of day changed during the trial. A planning memo recommends repeated measurements before buying materials. These are invented practice sources, not local weather data." ], "story": "A student report says a shaded model surface reached 24 degrees while an exposed model reached 31 degrees during one trial. It proposes testing shade cloth. A caretaker’s account notes that wind and time of day changed during the trial. A planning memo recommends repeated measurements before buying materials. These are invented practice sources, not local weather data.", "hint": "Describe how its examples or qualifications develop the idea. Propose a different order and explain its likely effect on the reader.", "demonstration": [ "Idea → development → objective summary", "Pip links examples to a central idea and writes a summary that leaves out personal judgments." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:organization-0", "completionId": "23-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.central-1.v1", "prompt": "Library access: which central idea fits the source set?", "answer": "Preferences and access need to be considered together.", "readSections": [ "A fictional survey of 30 library visitors found that 18 wanted quiet seats. An access audit found that the quiet corner’s entrance was narrow. A student article calls for new seats immediately, but quotes no students who avoid the library. A planning note proposes widening the entrance and asking nonusers about barriers first." ], "options": [ { "label": "Preferences and access need to be considered together." }, { "label": "One account contains every possible perspective." }, { "label": "The strongest wording always has the strongest evidence." } ], "story": "A fictional survey of 30 library visitors found that 18 wanted quiet seats. An access audit found that the quiet corner’s entrance was narrow. A student article calls for new seats immediately, but quotes no students who avoid the library. A planning note proposes widening the entrance and asking nonusers about barriers first.", "hint": "Use the details from more than one source.", "demonstration": [ "Idea → development → objective summary", "Pip links examples to a central idea and writes a summary that leaves out personal judgments." ], "type": "choice", "variantKey": "g6:reading:central-1", "completionId": "28-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.summary-1.v1", "prompt": "Library access: write an objective summary.", "readSections": [ "A fictional survey of 30 library visitors found that 18 wanted quiet seats. An access audit found that the quiet corner’s entrance was narrow. A student article calls for new seats immediately, but quotes no students who avoid the library. A planning note proposes widening the entrance and asking nonusers about barriers first." ], "story": "A fictional survey of 30 library visitors found that 18 wanted quiet seats. An access audit found that the quiet corner’s entrance was narrow. A student article calls for new seats immediately, but quotes no students who avoid the library. A planning note proposes widening the entrance and asking nonusers about barriers first.", "hint": "Trace how the key idea is introduced and elaborated. Include several relevant details; keep personal recommendations separate from the summary.", "demonstration": [ "Idea → development → objective summary", "Pip links examples to a central idea and writes a summary that leaves out personal judgments." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:summary-1", "completionId": "36-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.organization-1.v1", "prompt": "Library access: explain the job of each source section.", "readSections": [ "A fictional survey of 30 library visitors found that 18 wanted quiet seats. An access audit found that the quiet corner’s entrance was narrow. A student article calls for new seats immediately, but quotes no students who avoid the library. A planning note proposes widening the entrance and asking nonusers about barriers first." ], "story": "A fictional survey of 30 library visitors found that 18 wanted quiet seats. An access audit found that the quiet corner’s entrance was narrow. A student article calls for new seats immediately, but quotes no students who avoid the library. A planning note proposes widening the entrance and asking nonusers about barriers first.", "hint": "Describe how its examples or qualifications develop the idea. Propose a different order and explain its likely effect on the reader.", "demonstration": [ "Idea → development → objective summary", "Pip links examples to a central idea and writes a summary that leaves out personal judgments." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:organization-1", "completionId": "44-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.central-2.v1", "prompt": "A transport exhibit: which central idea fits the source set?", "answer": "Sources at different scales reveal different aspects of a change.", "readSections": [ "An invented diary describes a traveler reaching a town faster after a new road opened. A later historian’s account compares several towns and finds uneven changes in trade. A caption claims the road helped every family, although neither source includes every family. The accounts differ in purpose and scale, as well as time of writing." ], "options": [ { "label": "Sources at different scales reveal different aspects of a change." }, { "label": "One account contains every possible perspective." }, { "label": "The strongest wording always has the strongest evidence." } ], "story": "An invented diary describes a traveler reaching a town faster after a new road opened. A later historian’s account compares several towns and finds uneven changes in trade. A caption claims the road helped every family, although neither source includes every family. The accounts differ in purpose and scale, as well as time of writing.", "hint": "Use the details from more than one source.", "demonstration": [ "Idea → development → objective summary", "Pip links examples to a central idea and writes a summary that leaves out personal judgments." ], "type": "choice", "variantKey": "g6:reading:central-2", "completionId": "46-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.summary-2.v1", "prompt": "A transport exhibit: write an objective summary.", "readSections": [ "An invented diary describes a traveler reaching a town faster after a new road opened. A later historian’s account compares several towns and finds uneven changes in trade. A caption claims the road helped every family, although neither source includes every family. The accounts differ in purpose and scale, as well as time of writing." ], "story": "An invented diary describes a traveler reaching a town faster after a new road opened. A later historian’s account compares several towns and finds uneven changes in trade. A caption claims the road helped every family, although neither source includes every family. The accounts differ in purpose and scale, as well as time of writing.", "hint": "Trace how the key idea is introduced and elaborated. Include several relevant details; keep personal recommendations separate from the summary.", "demonstration": [ "Idea → development → objective summary", "Pip links examples to a central idea and writes a summary that leaves out personal judgments." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:summary-2", "completionId": "50-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.organization-2.v1", "prompt": "A transport exhibit: explain the job of each source section.", "readSections": [ "An invented diary describes a traveler reaching a town faster after a new road opened. A later historian’s account compares several towns and finds uneven changes in trade. A caption claims the road helped every family, although neither source includes every family. The accounts differ in purpose and scale, as well as time of writing." ], "story": "An invented diary describes a traveler reaching a town faster after a new road opened. A later historian’s account compares several towns and finds uneven changes in trade. A caption claims the road helped every family, although neither source includes every family. The accounts differ in purpose and scale, as well as time of writing.", "hint": "Describe how its examples or qualifications develop the idea. Propose a different order and explain its likely effect on the reader.", "demonstration": [ "Idea → development → objective summary", "Pip links examples to a central idea and writes a summary that leaves out personal judgments." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:organization-2", "completionId": "54-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.central-3.v1", "prompt": "A repair project: which central idea fits the source set?", "answer": "The repair results show a limited success, not a complete solution.", "readSections": [ "A fictional club repaired 12 of 20 broken lamps using approved replacement parts and adult supervision. Its report describes the eight unrepaired lamps too. A poster announces that the project solved the waste problem. An interview with the coordinator explains that the club measured only its own small collection and did not track other waste." ], "options": [ { "label": "The repair results show a limited success, not a complete solution." }, { "label": "One account contains every possible perspective." }, { "label": "The strongest wording always has the strongest evidence." } ], "story": "A fictional club repaired 12 of 20 broken lamps using approved replacement parts and adult supervision. Its report describes the eight unrepaired lamps too. A poster announces that the project solved the waste problem. An interview with the coordinator explains that the club measured only its own small collection and did not track other waste.", "hint": "Use the details from more than one source.", "demonstration": [ "Idea → development → objective summary", "Pip links examples to a central idea and writes a summary that leaves out personal judgments." ], "type": "choice", "variantKey": "g6:reading:central-3", "completionId": "56-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.summary-3.v1", "prompt": "A repair project: write an objective summary.", "readSections": [ "A fictional club repaired 12 of 20 broken lamps using approved replacement parts and adult supervision. Its report describes the eight unrepaired lamps too. A poster announces that the project solved the waste problem. An interview with the coordinator explains that the club measured only its own small collection and did not track other waste." ], "story": "A fictional club repaired 12 of 20 broken lamps using approved replacement parts and adult supervision. Its report describes the eight unrepaired lamps too. A poster announces that the project solved the waste problem. An interview with the coordinator explains that the club measured only its own small collection and did not track other waste.", "hint": "Trace how the key idea is introduced and elaborated. Include several relevant details; keep personal recommendations separate from the summary.", "demonstration": [ "Idea → development → objective summary", "Pip links examples to a central idea and writes a summary that leaves out personal judgments." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:summary-3", "completionId": "60-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.organization-3.v1", "prompt": "A repair project: explain the job of each source section.", "readSections": [ "A fictional club repaired 12 of 20 broken lamps using approved replacement parts and adult supervision. Its report describes the eight unrepaired lamps too. A poster announces that the project solved the waste problem. An interview with the coordinator explains that the club measured only its own small collection and did not track other waste." ], "story": "A fictional club repaired 12 of 20 broken lamps using approved replacement parts and adult supervision. Its report describes the eight unrepaired lamps too. A poster announces that the project solved the waste problem. An interview with the coordinator explains that the club measured only its own small collection and did not track other waste.", "hint": "Describe how its examples or qualifications develop the idea. Propose a different order and explain its likely effect on the reader.", "demonstration": [ "Idea → development → objective summary", "Pip links examples to a central idea and writes a summary that leaves out personal judgments." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:organization-3", "completionId": "64-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.central-4.v1", "prompt": "Museum visitors: which central idea fits the source set?", "answer": "A promising result can justify a better comparison without proving cause.", "readSections": [ "In a fictional trial, 15 visitors read a short label and 15 read a label with a map. More of the second group named the route correctly. However, the groups arrived on different days and were not assigned randomly. A writer recommends testing both labels with a more comparable group before deciding whether the map caused the difference." ], "options": [ { "label": "A promising result can justify a better comparison without proving cause." }, { "label": "One account contains every possible perspective." }, { "label": "The strongest wording always has the strongest evidence." } ], "story": "In a fictional trial, 15 visitors read a short label and 15 read a label with a map. More of the second group named the route correctly. However, the groups arrived on different days and were not assigned randomly. A writer recommends testing both labels with a more comparable group before deciding whether the map caused the difference.", "hint": "Use the details from more than one source.", "demonstration": [ "Idea → development → objective summary", "Pip links examples to a central idea and writes a summary that leaves out personal judgments." ], "type": "choice", "variantKey": "g6:reading:central-4", "completionId": "66-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.summary-4.v1", "prompt": "Museum visitors: write an objective summary.", "readSections": [ "In a fictional trial, 15 visitors read a short label and 15 read a label with a map. More of the second group named the route correctly. However, the groups arrived on different days and were not assigned randomly. A writer recommends testing both labels with a more comparable group before deciding whether the map caused the difference." ], "story": "In a fictional trial, 15 visitors read a short label and 15 read a label with a map. More of the second group named the route correctly. However, the groups arrived on different days and were not assigned randomly. A writer recommends testing both labels with a more comparable group before deciding whether the map caused the difference.", "hint": "Trace how the key idea is introduced and elaborated. Include several relevant details; keep personal recommendations separate from the summary.", "demonstration": [ "Idea → development → objective summary", "Pip links examples to a central idea and writes a summary that leaves out personal judgments." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:summary-4", "completionId": "70-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.organization-4.v1", "prompt": "Museum visitors: explain the job of each source section.", "readSections": [ "In a fictional trial, 15 visitors read a short label and 15 read a label with a map. More of the second group named the route correctly. However, the groups arrived on different days and were not assigned randomly. A writer recommends testing both labels with a more comparable group before deciding whether the map caused the difference." ], "story": "In a fictional trial, 15 visitors read a short label and 15 read a label with a map. More of the second group named the route correctly. However, the groups arrived on different days and were not assigned randomly. A writer recommends testing both labels with a more comparable group before deciding whether the map caused the difference.", "hint": "Describe how its examples or qualifications develop the idea. Propose a different order and explain its likely effect on the reader.", "demonstration": [ "Idea → development → objective summary", "Pip links examples to a central idea and writes a summary that leaves out personal judgments." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:organization-4", "completionId": "74-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Evaluate claims and compare source presentations", "standard": "6.RC-NF.6d–e; 6.ODC-OC.3", "demo": [ "Claim, support, and limits", "Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event." ], "prerequisites": [ "g6.reading.nonfiction" ], "id": "g6.reading.argument", "grade": 6, "subject": "g6-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.reading.claim-0.v1", "prompt": "School shade: which evaluation of the evidence is justified?", "answer": "The trial changed conditions, so it cannot isolate the effect of shade.", "readSections": [ "A student report says a shaded model surface reached 24 degrees while an exposed model reached 31 degrees during one trial. It proposes testing shade cloth. A caretaker’s account notes that wind and time of day changed during the trial. A planning memo recommends repeated measurements before buying materials. These are invented practice sources, not local weather data." ], "options": [ { "label": "The trial changed conditions, so it cannot isolate the effect of shade." }, { "label": "The sources prove their broadest possible conclusion." }, { "label": "All numerical information must be ignored." } ], "story": "A student report says a shaded model surface reached 24 degrees while an exposed model reached 31 degrees during one trial. It proposes testing shade cloth. A caretaker’s account notes that wind and time of day changed during the trial. A planning memo recommends repeated measurements before buying materials. These are invented practice sources, not local weather data.", "hint": "Distinguish an observation from an unsupported generalization.", "demonstration": [ "Claim, support, and limits", "Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event." ], "type": "choice", "variantKey": "g6:reading:claim-0", "completionId": "8-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.compare-0.v1", "prompt": "School shade: compare two authors’ presentations of the same issue.", "readSections": [ "A student report says a shaded model surface reached 24 degrees while an exposed model reached 31 degrees during one trial. It proposes testing shade cloth. A caretaker’s account notes that wind and time of day changed during the trial. A planning memo recommends repeated measurements before buying materials. These are invented practice sources, not local weather data." ], "story": "A student report says a shaded model surface reached 24 degrees while an exposed model reached 31 degrees during one trial. It proposes testing shade cloth. A caretaker’s account notes that wind and time of day changed during the trial. A planning memo recommends repeated measurements before buying materials. These are invented practice sources, not local weather data.", "hint": "Identify purpose, perspective, evidence, and omissions. Explain a difference using details from both presentations.", "demonstration": [ "Claim, support, and limits", "Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:compare-0", "completionId": "18-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.claim-1.v1", "prompt": "Library access: which evaluation of the evidence is justified?", "answer": "The survey excludes nonusers whose needs may differ.", "readSections": [ "A fictional survey of 30 library visitors found that 18 wanted quiet seats. An access audit found that the quiet corner’s entrance was narrow. A student article calls for new seats immediately, but quotes no students who avoid the library. A planning note proposes widening the entrance and asking nonusers about barriers first." ], "options": [ { "label": "The survey excludes nonusers whose needs may differ." }, { "label": "The sources prove their broadest possible conclusion." }, { "label": "All numerical information must be ignored." } ], "story": "A fictional survey of 30 library visitors found that 18 wanted quiet seats. An access audit found that the quiet corner’s entrance was narrow. A student article calls for new seats immediately, but quotes no students who avoid the library. A planning note proposes widening the entrance and asking nonusers about barriers first.", "hint": "Distinguish an observation from an unsupported generalization.", "demonstration": [ "Claim, support, and limits", "Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event." ], "type": "choice", "variantKey": "g6:reading:claim-1", "completionId": "32-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.compare-1.v1", "prompt": "Library access: compare two authors’ presentations of the same issue.", "readSections": [ "A fictional survey of 30 library visitors found that 18 wanted quiet seats. An access audit found that the quiet corner’s entrance was narrow. A student article calls for new seats immediately, but quotes no students who avoid the library. A planning note proposes widening the entrance and asking nonusers about barriers first." ], "story": "A fictional survey of 30 library visitors found that 18 wanted quiet seats. An access audit found that the quiet corner’s entrance was narrow. A student article calls for new seats immediately, but quotes no students who avoid the library. A planning note proposes widening the entrance and asking nonusers about barriers first.", "hint": "Identify purpose, perspective, evidence, and omissions. Explain a difference using details from both presentations.", "demonstration": [ "Claim, support, and limits", "Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:compare-1", "completionId": "40-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.claim-2.v1", "prompt": "A transport exhibit: which evaluation of the evidence is justified?", "answer": "The universal claim about every family exceeds the supplied evidence.", "readSections": [ "An invented diary describes a traveler reaching a town faster after a new road opened. A later historian’s account compares several towns and finds uneven changes in trade. A caption claims the road helped every family, although neither source includes every family. The accounts differ in purpose and scale, as well as time of writing." ], "options": [ { "label": "The universal claim about every family exceeds the supplied evidence." }, { "label": "The sources prove their broadest possible conclusion." }, { "label": "All numerical information must be ignored." } ], "story": "An invented diary describes a traveler reaching a town faster after a new road opened. A later historian’s account compares several towns and finds uneven changes in trade. A caption claims the road helped every family, although neither source includes every family. The accounts differ in purpose and scale, as well as time of writing.", "hint": "Distinguish an observation from an unsupported generalization.", "demonstration": [ "Claim, support, and limits", "Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event." ], "type": "choice", "variantKey": "g6:reading:claim-2", "completionId": "48-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.compare-2.v1", "prompt": "A transport exhibit: compare two authors’ presentations of the same issue.", "readSections": [ "An invented diary describes a traveler reaching a town faster after a new road opened. A later historian’s account compares several towns and finds uneven changes in trade. A caption claims the road helped every family, although neither source includes every family. The accounts differ in purpose and scale, as well as time of writing." ], "story": "An invented diary describes a traveler reaching a town faster after a new road opened. A later historian’s account compares several towns and finds uneven changes in trade. A caption claims the road helped every family, although neither source includes every family. The accounts differ in purpose and scale, as well as time of writing.", "hint": "Identify purpose, perspective, evidence, and omissions. Explain a difference using details from both presentations.", "demonstration": [ "Claim, support, and limits", "Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:compare-2", "completionId": "52-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.claim-3.v1", "prompt": "A repair project: which evaluation of the evidence is justified?", "answer": "The poster’s broad claim is not supported by the collection data.", "readSections": [ "A fictional club repaired 12 of 20 broken lamps using approved replacement parts and adult supervision. Its report describes the eight unrepaired lamps too. A poster announces that the project solved the waste problem. An interview with the coordinator explains that the club measured only its own small collection and did not track other waste." ], "options": [ { "label": "The poster’s broad claim is not supported by the collection data." }, { "label": "The sources prove their broadest possible conclusion." }, { "label": "All numerical information must be ignored." } ], "story": "A fictional club repaired 12 of 20 broken lamps using approved replacement parts and adult supervision. Its report describes the eight unrepaired lamps too. A poster announces that the project solved the waste problem. An interview with the coordinator explains that the club measured only its own small collection and did not track other waste.", "hint": "Distinguish an observation from an unsupported generalization.", "demonstration": [ "Claim, support, and limits", "Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event." ], "type": "choice", "variantKey": "g6:reading:claim-3", "completionId": "58-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.compare-3.v1", "prompt": "A repair project: compare two authors’ presentations of the same issue.", "readSections": [ "A fictional club repaired 12 of 20 broken lamps using approved replacement parts and adult supervision. Its report describes the eight unrepaired lamps too. A poster announces that the project solved the waste problem. An interview with the coordinator explains that the club measured only its own small collection and did not track other waste." ], "story": "A fictional club repaired 12 of 20 broken lamps using approved replacement parts and adult supervision. Its report describes the eight unrepaired lamps too. A poster announces that the project solved the waste problem. An interview with the coordinator explains that the club measured only its own small collection and did not track other waste.", "hint": "Identify purpose, perspective, evidence, and omissions. Explain a difference using details from both presentations.", "demonstration": [ "Claim, support, and limits", "Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:compare-3", "completionId": "62-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.claim-4.v1", "prompt": "Museum visitors: which evaluation of the evidence is justified?", "answer": "The groups differed in ways besides the label.", "readSections": [ "In a fictional trial, 15 visitors read a short label and 15 read a label with a map. More of the second group named the route correctly. However, the groups arrived on different days and were not assigned randomly. A writer recommends testing both labels with a more comparable group before deciding whether the map caused the difference." ], "options": [ { "label": "The groups differed in ways besides the label." }, { "label": "The sources prove their broadest possible conclusion." }, { "label": "All numerical information must be ignored." } ], "story": "In a fictional trial, 15 visitors read a short label and 15 read a label with a map. More of the second group named the route correctly. However, the groups arrived on different days and were not assigned randomly. A writer recommends testing both labels with a more comparable group before deciding whether the map caused the difference.", "hint": "Distinguish an observation from an unsupported generalization.", "demonstration": [ "Claim, support, and limits", "Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event." ], "type": "choice", "variantKey": "g6:reading:claim-4", "completionId": "68-98", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.reading.compare-4.v1", "prompt": "Museum visitors: compare two authors’ presentations of the same issue.", "readSections": [ "In a fictional trial, 15 visitors read a short label and 15 read a label with a map. More of the second group named the route correctly. However, the groups arrived on different days and were not assigned randomly. A writer recommends testing both labels with a more comparable group before deciding whether the map caused the difference." ], "story": "In a fictional trial, 15 visitors read a short label and 15 read a label with a map. More of the second group named the route correctly. However, the groups arrived on different days and were not assigned randomly. A writer recommends testing both labels with a more comparable group before deciding whether the map caused the difference.", "hint": "Identify purpose, perspective, evidence, and omissions. Explain a difference using details from both presentations.", "demonstration": [ "Claim, support, and limits", "Pip distinguishes a measured result from a recommendation, then compares how two authors frame the same event." ], "workspace": "write", "type": "work", "variantKey": "g6:reading:compare-4", "completionId": "72-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Read fluently and discuss evidence across media", "standard": "6.RC-RF.4; 6.ODC-OC.1–4; 6.ODC-DC.7", "demo": [ "Read for meaning, respond with evidence", "Pip rereads with meaningful phrasing, paraphrases a partner’s interpretation, and supports a response with details." ], "prerequisites": [], "id": "g6.reading.fluency", "grade": 6, "subject": "g6-reading", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.reading.fluency-0.v1", "prompt": "The Unfinished Map: read, discuss, and compare with an oral version.", "readSections": [ "Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller.", "Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route.", "For the first time, she was proud of a blank." ], "story": "Mara wanted the community map to look complete. She filled every blank space with a confident label, even the marsh path she had never walked. At the rehearsal, Tavi asked how she knew the path remained open in winter. Mara pointed to an old photograph. Tavi set a recent maintenance notice beside it and waited. Mara felt that removing a label would make her work seem smaller. Yet she imagined a visitor following the map into mud. She replaced the bold line with a dotted one and added a question for the park staff. The finished map had more empty space than her first draft. Beside those spaces, however, visitors found dates, sources, and invitations to help. Mara watched someone use the map, pause at a dotted line, and choose a safer route. For the first time, she was proud of a blank.", "hint": "Read to a listener with accuracy and expression; reread if helpful. Paraphrase a partner’s interpretation, respond with evidence, and compare reading silently with hearing a grown-up’s version. No recording is needed.", "demonstration": [ "Read for meaning, respond with evidence", "Pip rereads with meaningful phrasing, paraphrases a partner’s interpretation, and supports a response with details." ], "type": "work", "variantKey": "g6:reading:fluency-0", "completionId": "4-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.fluency-1.v1", "prompt": "The Quiet Measure: read, discuss, and compare with an oral version.", "readSections": [ "I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending.", "I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made." ], "story": "I kept a tally of every suggestion our group accepted. By Wednesday, my column was nearly empty. When Lena proposed rehearsing without scenery, I objected before she finished. I had spent two evenings painting the scenery. She asked us to test the scene once with it and once without it. During the second version, the audience could see the small gesture that explained the ending. I looked at my tally and realized it counted ownership, not usefulness. At the next meeting I suggested keeping just one painted doorway. Lena asked me where it should stand. My column gained a mark, but I stopped counting before the rehearsal ended. Watching the audience lean forward mattered more than being able to point at everything I had made.", "hint": "Read to a listener with accuracy and expression; reread if helpful. Paraphrase a partner’s interpretation, respond with evidence, and compare reading silently with hearing a grown-up’s version. No recording is needed.", "demonstration": [ "Read for meaning, respond with evidence", "Pip rereads with meaningful phrasing, paraphrases a partner’s interpretation, and supports a response with details." ], "type": "work", "variantKey": "g6:reading:fluency-1", "completionId": "9-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.fluency-2.v1", "prompt": "A Second Label: read, discuss, and compare with an oral version.", "readSections": [ "The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together.", "The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence." ], "story": "The museum label described the old canal as a triumph of engineering. Ben liked that sentence because it fit neatly on one line. Sal brought an account from a family whose orchard had been divided by the canal. Ben argued that the label was about construction, not families. Sal asked whether construction happened in an empty landscape. They read the survey notes together. The canal had carried water to new fields, but its route had also required choices about whose land to cross. Ben drafted a longer label, then cut it back to two questions and a small map. During the opening, visitors disagreed about the answers. Ben began to worry that the label had failed. Then he noticed them pointing to the sources rather than merely repeating the first sentence.", "hint": "Read to a listener with accuracy and expression; reread if helpful. Paraphrase a partner’s interpretation, respond with evidence, and compare reading silently with hearing a grown-up’s version. No recording is needed.", "demonstration": [ "Read for meaning, respond with evidence", "Pip rereads with meaningful phrasing, paraphrases a partner’s interpretation, and supports a response with details." ], "type": "work", "variantKey": "g6:reading:fluency-2", "completionId": "14-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.fluency-3.v1", "prompt": "The Borrowed Melody: read, discuss, and compare with an oral version.", "readSections": [ "Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event.", "Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed." ], "story": "Ari found a melody in a book of songs and arranged it for the school concert. The program called it an ancient tune from a faraway place. During rehearsal, Ms. Chen asked who had collected it, who had performed it, and what the words meant. Ari thought those questions would delay the music. The source note, however, named a living composer and a particular community event. Ari realized that ancient had made a real person disappear. With help, Ari checked the book’s credits and revised both the introduction and arrangement. The final performance was shorter because the introduction took time. Ari listened differently now: each phrase belonged to someone’s choices, not to an unnamed collection waiting to be borrowed.", "hint": "Read to a listener with accuracy and expression; reread if helpful. Paraphrase a partner’s interpretation, respond with evidence, and compare reading silently with hearing a grown-up’s version. No recording is needed.", "demonstration": [ "Read for meaning, respond with evidence", "Pip rereads with meaningful phrasing, paraphrases a partner’s interpretation, and supports a response with details." ], "type": "work", "variantKey": "g6:reading:fluency-3", "completionId": "19-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.reading.fluency-4.v1", "prompt": "The Last Trial: read, discuss, and compare with an oral version.", "readSections": [ "The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby.", "Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center." ], "story": "The paper tower stood through four tests. On the fifth, one corner folded. Dev wanted to leave that result out of the presentation because a sleeve had brushed the table. Nia wrote the possible disturbance beside the failed trial instead. They rebuilt the tower and repeated the test under the same conditions. It failed again, this time with no sleeve nearby. Dev stared at the four successes, which now seemed less useful than the bent corner. The team changed the base and recorded three more trials. Their display did not claim that the new design could never fail. It showed where the evidence had changed their plan. Dev saved the first bent corner in a clear envelope and placed it at the center.", "hint": "Read to a listener with accuracy and expression; reread if helpful. Paraphrase a partner’s interpretation, respond with evidence, and compare reading silently with hearing a grown-up’s version. No recording is needed.", "demonstration": [ "Read for meaning, respond with evidence", "Pip rereads with meaningful phrasing, paraphrases a partner’s interpretation, and supports a response with details." ], "type": "work", "variantKey": "g6:reading:fluency-4", "completionId": "24-98", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use clear pronouns with correct case, number and person", "standard": "6.GC-GU.1c–e", "demo": [ "Find the reference and the job", "Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive." ], "prerequisites": [], "id": "g6.writing.pronouns", "grade": 6, "subject": "g6-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.writing.grammar-0.v1", "prompt": "Choose the correct subject: ___ and I tested the model.", "answer": "She", "options": [ { "label": "She" }, { "label": "Her" }, { "label": "Hers" } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "Find the reference and the job", "Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive." ], "type": "choice", "variantKey": "g6:writing:grammar-0", "completionId": "0-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.grammar-1.v1", "prompt": "Choose the correct object: The teacher asked Jo and ___.", "answer": "me", "options": [ { "label": "me" }, { "label": "I" }, { "label": "my" } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "Find the reference and the job", "Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive." ], "type": "choice", "variantKey": "g6:writing:grammar-1", "completionId": "9-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.grammar-2.v1", "prompt": "Choose the possessive pronoun: The final choice was ___.", "answer": "theirs", "options": [ { "label": "theirs" }, { "label": "their’s" }, { "label": "them" } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "Find the reference and the job", "Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive." ], "type": "choice", "variantKey": "g6:writing:grammar-2", "completionId": "18-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.grammar-3.v1", "prompt": "Which uses an intensive pronoun for emphasis?", "answer": "The inventor herself explained the design.", "options": [ { "label": "The inventor herself explained the design." }, { "label": "The inventor explained hisself." }, { "label": "The inventor explained theirself." } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "Find the reference and the job", "Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive." ], "type": "choice", "variantKey": "g6:writing:grammar-3", "completionId": "27-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.grammar-4.v1", "prompt": "Which revision removes ambiguity from “Mira told Ana that she would present”?", "answer": "Mira told Ana, “I will present.”", "options": [ { "label": "Mira told Ana, “I will present.”" }, { "label": "Mira told her that she would present." }, { "label": "She told Ana that she would present." } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "Find the reference and the job", "Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive." ], "type": "choice", "variantKey": "g6:writing:grammar-4", "completionId": "36-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.grammar-5.v1", "prompt": "Keep the number consistent: The volunteers checked ___ notes.", "answer": "their", "options": [ { "label": "their" }, { "label": "its" }, { "label": "his" } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "Find the reference and the job", "Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive." ], "type": "choice", "variantKey": "g6:writing:grammar-5", "completionId": "45-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.grammar-6.v1", "prompt": "Keep the person consistent: When you revise, ___ should check the evidence.", "answer": "you", "options": [ { "label": "you" }, { "label": "we suddenly" }, { "label": "they" } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "Find the reference and the job", "Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive." ], "type": "choice", "variantKey": "g6:writing:grammar-6", "completionId": "52-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.grammar-7.v1", "prompt": "Which sentence has a clear pronoun reference?", "answer": "The map was torn, so Jo repaired the map before using it.", "options": [ { "label": "The map was torn, so Jo repaired the map before using it." }, { "label": "They said that it was there." }, { "label": "When Jo met Lee, they gave it to her." } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "Find the reference and the job", "Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive." ], "type": "choice", "variantKey": "g6:writing:grammar-7", "completionId": "59-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.grammar-8.v1", "prompt": "Which correctly emphasizes the whole team?", "answer": "We ourselves checked every measurement.", "options": [ { "label": "We ourselves checked every measurement." }, { "label": "We ourself checked every measurement." }, { "label": "Us ourselves checked every measurement." } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "Find the reference and the job", "Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive." ], "type": "choice", "variantKey": "g6:writing:grammar-8", "completionId": "66-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.grammar-9.v1", "prompt": "Choose the correct case: Between you and ___, the draft needs work.", "answer": "me", "options": [ { "label": "me" }, { "label": "I" }, { "label": "my" } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "Find the reference and the job", "Pip replaces an ambiguous she with a name, then checks whether the pronoun is a subject, object, or possessive." ], "type": "choice", "variantKey": "g6:writing:grammar-9", "completionId": "73-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Recognize parts of speech and function in context", "standard": "6.GC-GU.1a–b", "demo": [ "The same word can do different jobs", "Pip compares light in a light bag and light the lamp: an adjective in one sentence and a verb in the other." ], "prerequisites": [], "id": "g6.writing.grammar", "grade": 6, "subject": "g6-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.writing.grammar-10.v1", "prompt": "In “Please record the result,” record is a…", "answer": "verb", "options": [ { "label": "verb" }, { "label": "noun" }, { "label": "adjective" } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "The same word can do different jobs", "Pip compares light in a light bag and light the lamp: an adjective in one sentence and a verb in the other." ], "type": "choice", "variantKey": "g6:writing:grammar-10", "completionId": "80-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.grammar-11.v1", "prompt": "In “The record is accurate,” record is a…", "answer": "noun", "options": [ { "label": "noun" }, { "label": "verb" }, { "label": "preposition" } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "The same word can do different jobs", "Pip compares light in a light bag and light the lamp: an adjective in one sentence and a verb in the other." ], "type": "choice", "variantKey": "g6:writing:grammar-11", "completionId": "83-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.grammar-12.v1", "prompt": "In “That is a light bag,” light is an…", "answer": "adjective", "options": [ { "label": "adjective" }, { "label": "interjection" }, { "label": "adverb" } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "The same word can do different jobs", "Pip compares light in a light bag and light the lamp: an adjective in one sentence and a verb in the other." ], "type": "choice", "variantKey": "g6:writing:grammar-12", "completionId": "86-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.grammar-13.v1", "prompt": "In “The bridge bent slightly,” slightly is an…", "answer": "adverb", "options": [ { "label": "adverb" }, { "label": "article" }, { "label": "pronoun" } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "The same word can do different jobs", "Pip compares light in a light bag and light the lamp: an adjective in one sentence and a verb in the other." ], "type": "choice", "variantKey": "g6:writing:grammar-13", "completionId": "89-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.grammar-14.v1", "prompt": "In “Oh! The answer changed,” Oh is an…", "answer": "interjection", "options": [ { "label": "interjection" }, { "label": "preposition" }, { "label": "conjunction" } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "The same word can do different jobs", "Pip compares light in a light bag and light the lamp: an adjective in one sentence and a verb in the other." ], "type": "choice", "variantKey": "g6:writing:grammar-14", "completionId": "92-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Shape sentences for meaning, interest and style", "standard": "6.GC-GU.1f–g", "demo": [ "Keep meaning while changing the form", "Pip combines related details, removes repetition, and chooses a register suited to the audience without judging a speaker’s identity." ], "prerequisites": [], "id": "g6.writing.sentences", "grade": 6, "subject": "g6-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.writing.grammar-15.v1", "prompt": "Which combines the ideas without adding a cause: “It rained. We kept working”?", "answer": "Although it rained, we kept working.", "options": [ { "label": "Although it rained, we kept working." }, { "label": "Because we kept working, it rained." }, { "label": "It rained because the work ended." } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "Keep meaning while changing the form", "Pip combines related details, removes repetition, and chooses a register suited to the audience without judging a speaker’s identity." ], "type": "choice", "variantKey": "g6:writing:grammar-15", "completionId": "95-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.grammar-16.v1", "prompt": "Which removes repetition while keeping the meaning?", "answer": "The team repeated the trial to check its surprising result.", "options": [ { "label": "The team repeated the trial to check its surprising result." }, { "label": "The team repeated and repeated a trial that was a trial." }, { "label": "The team never checked its result." } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "Keep meaning while changing the form", "Pip combines related details, removes repetition, and chooses a register suited to the audience without judging a speaker’s identity." ], "type": "choice", "variantKey": "g6:writing:grammar-16", "completionId": "96-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.grammar-17.v1", "prompt": "Which revision places the modifier clearly?", "answer": "Carrying the model, Jo walked into the room.", "options": [ { "label": "Carrying the model, Jo walked into the room." }, { "label": "Carrying the model, the room welcomed Jo." }, { "label": "The model carried the room into Jo." } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "Keep meaning while changing the form", "Pip combines related details, removes repetition, and chooses a register suited to the audience without judging a speaker’s identity." ], "type": "choice", "variantKey": "g6:writing:grammar-17", "completionId": "97-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.grammar-18.v1", "prompt": "Which tone best fits a courteous request to a museum?", "answer": "Could you help us identify the source of this photograph?", "options": [ { "label": "Could you help us identify the source of this photograph?" }, { "label": "Give us that thing now." }, { "label": "You must answer because we say so." } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "Keep meaning while changing the form", "Pip combines related details, removes repetition, and chooses a register suited to the audience without judging a speaker’s identity." ], "type": "choice", "variantKey": "g6:writing:grammar-18", "completionId": "98-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.grammar-19.v1", "prompt": "Which adds useful detail without changing the core meaning?", "answer": "The carefully folded paper bridge supported twelve counters.", "options": [ { "label": "The carefully folded paper bridge supported twelve counters." }, { "label": "The bridge was made of steel and held a truck." }, { "label": "No bridge was tested." } ], "hint": "Read the whole sentence. Check the word’s job, its reference, and the intended meaning.", "demonstration": [ "Keep meaning while changing the form", "Pip combines related details, removes repetition, and chooses a register suited to the audience without judging a speaker’s identity." ], "type": "choice", "variantKey": "g6:writing:grammar-19", "completionId": "99-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Use parenthetical punctuation and colons", "standard": "6.GC-M.2a–b", "demo": [ "Set apart a complete interruption", "Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it." ], "prerequisites": [], "id": "g6.writing.mechanics", "grade": 6, "subject": "g6-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.writing.mechanics-0.v1", "prompt": "Which sets off an extra description with a pair of commas?", "answer": "Our model, a small paper bridge, held twelve counters.", "options": [ { "label": "Our model, a small paper bridge, held twelve counters." }, { "label": "Our model, a small paper bridge held twelve counters." }, { "label": "Our model a small, paper bridge, held twelve counters." } ], "hint": "Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.", "demonstration": [ "Set apart a complete interruption", "Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it." ], "type": "choice", "variantKey": "g6:writing:mechanics-0", "completionId": "1-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.mechanics-1.v1", "prompt": "Which uses parentheses correctly?", "answer": "The second trial (completed indoors) had similar results.", "options": [ { "label": "The second trial (completed indoors) had similar results." }, { "label": "The second trial (completed indoors had similar results." }, { "label": "The second trial completed) indoors (had similar results." } ], "hint": "Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.", "demonstration": [ "Set apart a complete interruption", "Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it." ], "type": "choice", "variantKey": "g6:writing:mechanics-1", "completionId": "10-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.mechanics-2.v1", "prompt": "Which uses a pair of dashes for an interruption?", "answer": "The final design—after three revisions—was ready.", "options": [ { "label": "The final design—after three revisions—was ready." }, { "label": "The final—design after three revisions was ready." }, { "label": "The final design after—three revisions was ready." } ], "hint": "Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.", "demonstration": [ "Set apart a complete interruption", "Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it." ], "type": "choice", "variantKey": "g6:writing:mechanics-2", "completionId": "19-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.mechanics-3.v1", "prompt": "Which introduces a list after a complete clause?", "answer": "Bring three things: paper, a ruler, and a pencil.", "options": [ { "label": "Bring three things: paper, a ruler, and a pencil." }, { "label": "Bring: paper, a ruler, and a pencil." }, { "label": "Bring three: things paper a ruler and a pencil." } ], "hint": "Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.", "demonstration": [ "Set apart a complete interruption", "Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it." ], "type": "choice", "variantKey": "g6:writing:mechanics-3", "completionId": "28-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.mechanics-4.v1", "prompt": "Which conventionally writes nine thirty?", "answer": "9:30", "options": [ { "label": "9:30" }, { "label": "9;30" }, { "label": "9,30" } ], "hint": "Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.", "demonstration": [ "Set apart a complete interruption", "Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it." ], "type": "choice", "variantKey": "g6:writing:mechanics-4", "completionId": "37-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.mechanics-5.v1", "prompt": "Which remains a complete sentence when the parenthetical words are removed?", "answer": "Our guide (a retired engineer) answered the question.", "options": [ { "label": "Our guide (a retired engineer) answered the question." }, { "label": "Our (guide answered) the question." }, { "label": "Our guide answered (the)." } ], "hint": "Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.", "demonstration": [ "Set apart a complete interruption", "Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it." ], "type": "choice", "variantKey": "g6:writing:mechanics-5", "completionId": "46-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.mechanics-6.v1", "prompt": "Which punctuation makes the extra information clear?", "answer": "The river, which curves east here, crosses the map.", "options": [ { "label": "The river, which curves east here, crosses the map." }, { "label": "The river which, curves east here crosses the map." }, { "label": "The river, which curves east here crosses the map." } ], "hint": "Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.", "demonstration": [ "Set apart a complete interruption", "Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it." ], "type": "choice", "variantKey": "g6:writing:mechanics-6", "completionId": "53-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.mechanics-7.v1", "prompt": "Which uses a colon after an independent clause?", "answer": "We reached one conclusion: more evidence was needed.", "options": [ { "label": "We reached one conclusion: more evidence was needed." }, { "label": "We concluded that: more evidence was needed." }, { "label": "We reached: one conclusion more evidence." } ], "hint": "Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.", "demonstration": [ "Set apart a complete interruption", "Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it." ], "type": "choice", "variantKey": "g6:writing:mechanics-7", "completionId": "60-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.mechanics-8.v1", "prompt": "Which closes the parenthetical phrase correctly?", "answer": "The labels (revised yesterday) now include dates.", "options": [ { "label": "The labels (revised yesterday) now include dates." }, { "label": "The labels (revised yesterday now include dates)." }, { "label": "The labels revised) yesterday (now include dates." } ], "hint": "Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.", "demonstration": [ "Set apart a complete interruption", "Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it." ], "type": "choice", "variantKey": "g6:writing:mechanics-8", "completionId": "67-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.writing.mechanics-9.v1", "prompt": "Which dash placement sets off “not the first draft” as an aside?", "answer": "The revision—not the first draft—went on display.", "options": [ { "label": "The revision—not the first draft—went on display." }, { "label": "The revision—not the first draft went on display." }, { "label": "The revision not—the first draft went on display." } ], "hint": "Try reading the main sentence without the extra phrase. A colon introducing a list follows a complete clause.", "demonstration": [ "Set apart a complete interruption", "Pip places a pair of commas around an extra explanation and checks that the main sentence still works without it." ], "type": "choice", "variantKey": "g6:writing:mechanics-9", "completionId": "74-99", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Spell derivatives using bases and affixes", "standard": "6.GC-M.3", "demo": [ "Base + affix, then verify", "Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference." ], "prerequisites": [], "id": "g6.writing.spelling", "grade": 6, "subject": "g6-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.writing.derivative-0.v1", "prompt": "Listen, then spell decision and explain its base or affix.", "expected": "decision", "hint": "Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.", "demonstration": [ "Base + affix, then verify", "Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:derivative-0", "completionId": "2-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.derivative-1.v1", "prompt": "Listen, then spell reliability and explain its base or affix.", "expected": "reliability", "hint": "Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.", "demonstration": [ "Base + affix, then verify", "Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:derivative-1", "completionId": "11-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.derivative-2.v1", "prompt": "Listen, then spell admission and explain its base or affix.", "expected": "admission", "hint": "Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.", "demonstration": [ "Base + affix, then verify", "Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:derivative-2", "completionId": "20-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.derivative-3.v1", "prompt": "Listen, then spell noticeable and explain its base or affix.", "expected": "noticeable", "hint": "Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.", "demonstration": [ "Base + affix, then verify", "Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:derivative-3", "completionId": "29-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.derivative-4.v1", "prompt": "Listen, then spell permission and explain its base or affix.", "expected": "permission", "hint": "Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.", "demonstration": [ "Base + affix, then verify", "Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:derivative-4", "completionId": "38-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.derivative-5.v1", "prompt": "Listen, then spell happiness and explain its base or affix.", "expected": "happiness", "hint": "Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.", "demonstration": [ "Base + affix, then verify", "Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:derivative-5", "completionId": "47-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.derivative-6.v1", "prompt": "Listen, then spell description and explain its base or affix.", "expected": "description", "hint": "Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.", "demonstration": [ "Base + affix, then verify", "Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:derivative-6", "completionId": "54-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.derivative-7.v1", "prompt": "Listen, then spell argumentative and explain its base or affix.", "expected": "argumentative", "hint": "Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.", "demonstration": [ "Base + affix, then verify", "Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:derivative-7", "completionId": "61-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.derivative-8.v1", "prompt": "Listen, then spell responsibility and explain its base or affix.", "expected": "responsibility", "hint": "Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.", "demonstration": [ "Base + affix, then verify", "Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:derivative-8", "completionId": "68-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.derivative-9.v1", "prompt": "Listen, then spell scientific and explain its base or affix.", "expected": "scientific", "hint": "Try first, then verify the spelling with an adult or reference. Discuss which letters change when the derivative is formed.", "demonstration": [ "Base + affix, then verify", "Pip connects decide with decision, notices the spelling change, and verifies the derivative in a reference." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:derivative-9", "completionId": "75-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Produce and revise extended typed work", "standard": "6.W-HWK.7", "demo": [ "Plan an extended document", "Pip outlines two pages, types a connected draft, and checks organization and readability with a reader." ], "prerequisites": [], "id": "g6.writing.keyboard", "grade": 6, "subject": "g6-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.writing.keyboard-0.v1", "prompt": "Prepare a museum guide with headings as an extended typed document.", "hint": "With an adult, use a separate document editor for a two-page draft in one comfortable sitting when ready; breaks and accommodations are welcome. This small scratchpad is for planning, not measuring typing endurance or publishing. Ask for feedback and revise.", "demonstration": [ "Plan an extended document", "Pip outlines two pages, types a connected draft, and checks organization and readability with a reader." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:keyboard-0", "completionId": "3-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.keyboard-1.v1", "prompt": "Prepare an evidence-based recommendation as an extended typed document.", "hint": "With an adult, use a separate document editor for a two-page draft in one comfortable sitting when ready; breaks and accommodations are welcome. This small scratchpad is for planning, not measuring typing endurance or publishing. Ask for feedback and revise.", "demonstration": [ "Plan an extended document", "Pip outlines two pages, types a connected draft, and checks organization and readability with a reader." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:keyboard-1", "completionId": "12-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.keyboard-2.v1", "prompt": "Prepare a narrative with several scenes as an extended typed document.", "hint": "With an adult, use a separate document editor for a two-page draft in one comfortable sitting when ready; breaks and accommodations are welcome. This small scratchpad is for planning, not measuring typing endurance or publishing. Ask for feedback and revise.", "demonstration": [ "Plan an extended document", "Pip outlines two pages, types a connected draft, and checks organization and readability with a reader." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:keyboard-2", "completionId": "21-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.keyboard-3.v1", "prompt": "Prepare a compare-and-contrast explanation as an extended typed document.", "hint": "With an adult, use a separate document editor for a two-page draft in one comfortable sitting when ready; breaks and accommodations are welcome. This small scratchpad is for planning, not measuring typing endurance or publishing. Ask for feedback and revise.", "demonstration": [ "Plan an extended document", "Pip outlines two pages, types a connected draft, and checks organization and readability with a reader." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:keyboard-3", "completionId": "30-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.keyboard-4.v1", "prompt": "Prepare a research summary with source credits as an extended typed document.", "hint": "With an adult, use a separate document editor for a two-page draft in one comfortable sitting when ready; breaks and accommodations are welcome. This small scratchpad is for planning, not measuring typing endurance or publishing. Ask for feedback and revise.", "demonstration": [ "Plan an extended document", "Pip outlines two pages, types a connected draft, and checks organization and readability with a reader." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:keyboard-4", "completionId": "39-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Support a distinct claim with evidence and reasoning", "standard": "6.W-RW.2,5", "demo": [ "Claim → relevant evidence → reasoning", "Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument." ], "prerequisites": [], "id": "g6.writing.argument", "grade": 6, "subject": "g6-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.writing.argument-0.v1", "prompt": "Propose a quiet study area for a fictional community.", "hint": "State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.", "demonstration": [ "Claim → relevant evidence → reasoning", "Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:argument-0", "completionId": "4-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.argument-1.v1", "prompt": "Propose a repair event for a fictional community.", "hint": "State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.", "demonstration": [ "Claim → relevant evidence → reasoning", "Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:argument-1", "completionId": "13-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.argument-2.v1", "prompt": "Propose a clearer trail sign for a fictional community.", "hint": "State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.", "demonstration": [ "Claim → relevant evidence → reasoning", "Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:argument-2", "completionId": "22-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.argument-3.v1", "prompt": "Propose a lending shelf for a fictional community.", "hint": "State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.", "demonstration": [ "Claim → relevant evidence → reasoning", "Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:argument-3", "completionId": "31-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.argument-4.v1", "prompt": "Propose a reusable exhibit for a fictional community.", "hint": "State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.", "demonstration": [ "Claim → relevant evidence → reasoning", "Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:argument-4", "completionId": "40-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.argument-5.v1", "prompt": "Propose a school garden path for a fictional community.", "hint": "State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.", "demonstration": [ "Claim → relevant evidence → reasoning", "Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:argument-5", "completionId": "48-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.argument-6.v1", "prompt": "Propose a better survey question for a fictional community.", "hint": "State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.", "demonstration": [ "Claim → relevant evidence → reasoning", "Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:argument-6", "completionId": "55-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.argument-7.v1", "prompt": "Propose a revised bus shelter for a fictional community.", "hint": "State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.", "demonstration": [ "Claim → relevant evidence → reasoning", "Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:argument-7", "completionId": "62-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.argument-8.v1", "prompt": "Propose a shorter announcement for a fictional community.", "hint": "State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.", "demonstration": [ "Claim → relevant evidence → reasoning", "Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:argument-8", "completionId": "69-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.argument-9.v1", "prompt": "Propose a museum caption for a fictional community.", "hint": "State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.", "demonstration": [ "Claim → relevant evidence → reasoning", "Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:argument-9", "completionId": "76-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.argument-10.v1", "prompt": "Propose a plan for sharing equipment for a fictional community.", "hint": "State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.", "demonstration": [ "Claim → relevant evidence → reasoning", "Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:argument-10", "completionId": "81-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.argument-11.v1", "prompt": "Propose a safer model-testing method for a fictional community.", "hint": "State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.", "demonstration": [ "Claim → relevant evidence → reasoning", "Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:argument-11", "completionId": "84-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.argument-12.v1", "prompt": "Propose an accessible concert program for a fictional community.", "hint": "State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.", "demonstration": [ "Claim → relevant evidence → reasoning", "Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:argument-12", "completionId": "87-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.argument-13.v1", "prompt": "Propose a source-checking routine for a fictional community.", "hint": "State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.", "demonstration": [ "Claim → relevant evidence → reasoning", "Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:argument-13", "completionId": "90-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.argument-14.v1", "prompt": "Propose a way to reduce event litter for a fictional community.", "hint": "State a distinct claim. Gather relevant evidence with an adult, explain the reasoning linking evidence to the claim, organize related paragraphs, and conclude without overstating what the sources show.", "demonstration": [ "Claim → relevant evidence → reasoning", "Pip explains why a source detail supports a claim instead of treating a quotation as a complete argument." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:argument-14", "completionId": "93-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Develop multi-source explanatory writing", "standard": "6.W-RW.3,5", "demo": [ "Choose a structure that explains", "Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information." ], "prerequisites": [], "id": "g6.writing.information", "grade": 6, "subject": "g6-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.writing.information-0.v1", "prompt": "Explain library seating using all three supplied practice sources.", "story": "A: A fictional visitor survey favors quiet seats. B: An access audit identifies a narrow doorway. C: A planning note asks for nonusers’ views before adding furniture.", "hint": "Introduce a focus, select relevant details, attribute each source, use a useful structure, and provide a conclusion. Mark these as fictional or supplied examples, not research you conducted.", "demonstration": [ "Choose a structure that explains", "Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:information-0", "completionId": "5-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.information-structure-0.v1", "prompt": "Reorganize the library seating explanation for a different audience.", "story": "A: A fictional visitor survey favors quiet seats. B: An access audit identifies a narrow doorway. C: A planning note asks for nonusers’ views before adding furniture.", "hint": "Try comparison or cause and effect instead of a source-by-source list. Explain how transitions and headings clarify relationships. Keep facts separate from interpretations.", "demonstration": [ "Choose a structure that explains", "Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:information-structure-0", "completionId": "14-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.information-1.v1", "prompt": "Explain a paper structure using all three supplied practice sources.", "story": "A: A folded sample holds 18 counters. B: A flat sample of the same paper holds 5. C: The test note records one trial and recommends repetition before a broad claim.", "hint": "Introduce a focus, select relevant details, attribute each source, use a useful structure, and provide a conclusion. Mark these as fictional or supplied examples, not research you conducted.", "demonstration": [ "Choose a structure that explains", "Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:information-1", "completionId": "23-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.information-structure-1.v1", "prompt": "Reorganize the a paper structure explanation for a different audience.", "story": "A: A folded sample holds 18 counters. B: A flat sample of the same paper holds 5. C: The test note records one trial and recommends repetition before a broad claim.", "hint": "Try comparison or cause and effect instead of a source-by-source list. Explain how transitions and headings clarify relationships. Keep facts separate from interpretations.", "demonstration": [ "Choose a structure that explains", "Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:information-structure-1", "completionId": "32-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.information-2.v1", "prompt": "Explain a transport change using all three supplied practice sources.", "story": "A: An invented diary reports a shorter journey. B: A later practice summary describes uneven trade effects. C: A map shows the new route bypassing two settlements.", "hint": "Introduce a focus, select relevant details, attribute each source, use a useful structure, and provide a conclusion. Mark these as fictional or supplied examples, not research you conducted.", "demonstration": [ "Choose a structure that explains", "Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:information-2", "completionId": "41-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.information-structure-2.v1", "prompt": "Reorganize the a transport change explanation for a different audience.", "story": "A: An invented diary reports a shorter journey. B: A later practice summary describes uneven trade effects. C: A map shows the new route bypassing two settlements.", "hint": "Try comparison or cause and effect instead of a source-by-source list. Explain how transitions and headings clarify relationships. Keep facts separate from interpretations.", "demonstration": [ "Choose a structure that explains", "Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:information-structure-2", "completionId": "49-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.information-3.v1", "prompt": "Explain a water model using all three supplied practice sources.", "story": "A: A tray loses loose soil during a model rain. B: A covered tray loses less under the same simulated rain. C: A field note reminds readers that a real hillside has more variables.", "hint": "Introduce a focus, select relevant details, attribute each source, use a useful structure, and provide a conclusion. Mark these as fictional or supplied examples, not research you conducted.", "demonstration": [ "Choose a structure that explains", "Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:information-3", "completionId": "56-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.information-structure-3.v1", "prompt": "Reorganize the a water model explanation for a different audience.", "story": "A: A tray loses loose soil during a model rain. B: A covered tray loses less under the same simulated rain. C: A field note reminds readers that a real hillside has more variables.", "hint": "Try comparison or cause and effect instead of a source-by-source list. Explain how transitions and headings clarify relationships. Keep facts separate from interpretations.", "demonstration": [ "Choose a structure that explains", "Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:information-structure-3", "completionId": "63-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.information-4.v1", "prompt": "Explain a concert arrangement using all three supplied practice sources.", "story": "A: A performer adds a pause near the ending. B: One listener hears suspense. C: Another listener hears hesitation. The notes describe interpretations rather than a single fact about meaning.", "hint": "Introduce a focus, select relevant details, attribute each source, use a useful structure, and provide a conclusion. Mark these as fictional or supplied examples, not research you conducted.", "demonstration": [ "Choose a structure that explains", "Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:information-4", "completionId": "70-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.information-structure-4.v1", "prompt": "Reorganize the a concert arrangement explanation for a different audience.", "story": "A: A performer adds a pause near the ending. B: One listener hears suspense. C: Another listener hears hesitation. The notes describe interpretations rather than a single fact about meaning.", "hint": "Try comparison or cause and effect instead of a source-by-source list. Explain how transitions and headings clarify relationships. Keep facts separate from interpretations.", "demonstration": [ "Choose a structure that explains", "Pip groups details by cause and effect, attributes sources, and closes with a conclusion that follows from the information." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:information-structure-4", "completionId": "77-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Develop narrator, situation, pacing and resolution", "standard": "6.W-RW.1,4–5", "demo": [ "A scene earns its ending", "Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices." ], "prerequisites": [], "id": "g6.writing.narrative", "grade": 6, "subject": "g6-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.writing.narrative-0.v1", "prompt": "Write a multi-paragraph narrative about a map that leaves one place unnamed.", "hint": "Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.", "demonstration": [ "A scene earns its ending", "Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:narrative-0", "completionId": "6-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.narrative-1.v1", "prompt": "Write a multi-paragraph narrative about a rehearsal without a familiar prop.", "hint": "Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.", "demonstration": [ "A scene earns its ending", "Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:narrative-1", "completionId": "15-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.narrative-2.v1", "prompt": "Write a multi-paragraph narrative about an archive with two conflicting accounts.", "hint": "Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.", "demonstration": [ "A scene earns its ending", "Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:narrative-2", "completionId": "24-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.narrative-3.v1", "prompt": "Write a multi-paragraph narrative about a promise that becomes harder to keep.", "hint": "Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.", "demonstration": [ "A scene earns its ending", "Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:narrative-3", "completionId": "33-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.narrative-4.v1", "prompt": "Write a multi-paragraph narrative about a repair that reveals an earlier mistake.", "hint": "Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.", "demonstration": [ "A scene earns its ending", "Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:narrative-4", "completionId": "42-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.narrative-5.v1", "prompt": "Write a multi-paragraph narrative about a visitor who notices an omitted detail.", "hint": "Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.", "demonstration": [ "A scene earns its ending", "Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:narrative-5", "completionId": "50-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.narrative-6.v1", "prompt": "Write a multi-paragraph narrative about a team choosing whether to report a failure.", "hint": "Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.", "demonstration": [ "A scene earns its ending", "Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:narrative-6", "completionId": "57-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.narrative-7.v1", "prompt": "Write a multi-paragraph narrative about a character learning to ask a better question.", "hint": "Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.", "demonstration": [ "A scene earns its ending", "Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:narrative-7", "completionId": "64-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.narrative-8.v1", "prompt": "Write a multi-paragraph narrative about a quiet role that changes a group’s decision.", "hint": "Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.", "demonstration": [ "A scene earns its ending", "Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:narrative-8", "completionId": "71-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.narrative-9.v1", "prompt": "Write a multi-paragraph narrative about a photograph with an unexpected edge.", "hint": "Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.", "demonstration": [ "A scene earns its ending", "Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:narrative-9", "completionId": "78-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.narrative-10.v1", "prompt": "Write a multi-paragraph narrative about a letter rewritten after hearing another view.", "hint": "Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.", "demonstration": [ "A scene earns its ending", "Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:narrative-10", "completionId": "82-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.narrative-11.v1", "prompt": "Write a multi-paragraph narrative about a delayed answer that changes the stakes.", "hint": "Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.", "demonstration": [ "A scene earns its ending", "Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:narrative-11", "completionId": "85-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.narrative-12.v1", "prompt": "Write a multi-paragraph narrative about an object returned with a new explanation.", "hint": "Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.", "demonstration": [ "A scene earns its ending", "Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:narrative-12", "completionId": "88-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.narrative-13.v1", "prompt": "Write a multi-paragraph narrative about a disagreement resolved only in part.", "hint": "Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.", "demonstration": [ "A scene earns its ending", "Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:narrative-13", "completionId": "91-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.narrative-14.v1", "prompt": "Write a multi-paragraph narrative about a familiar place seen by a newcomer.", "hint": "Establish a situation and narrator. Use dialogue, concrete sensory details, and pacing to develop events. Make the ending follow from the choices, and explain one deliberate structural decision.", "demonstration": [ "A scene earns its ending", "Pip orients a reader, slows a turning point with dialogue, and makes the conclusion follow from the character’s choices." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:narrative-14", "completionId": "94-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Refocus inquiry, assess sources and credit information", "standard": "6.RS-IP.1; 6.ODC-DC.5–6", "demo": [ "Question → sources → revised question", "Pip narrows a question when sources reveal a gap, separates quotations from paraphrases, and records basic source information." ], "prerequisites": [], "id": "g6.writing.research", "grade": 6, "subject": "g6-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.writing.research-0.v1", "prompt": "Investigate how a museum documents an object with an adult.", "hint": "Use reliable, relevant sources and keep a bibliography. A domain is a clue, not proof of accuracy. Avoid sharing personal details, private interviews, or child-created files with this site.", "demonstration": [ "Question → sources → revised question", "Pip narrows a question when sources reveal a gap, separates quotations from paraphrases, and records basic source information." ], "steps": [ "Ask a focused question and identify at least two useful sources; note who created them and why.", "Take quotations and paraphrases separately. Refocus the question if the sources reveal a gap.", "Explain findings and limits, record author, title, date and location, and check image rights before privately sharing." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:research-0", "completionId": "7-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.research-1.v1", "prompt": "Investigate how two maps present the same region with an adult.", "hint": "Use reliable, relevant sources and keep a bibliography. A domain is a clue, not proof of accuracy. Avoid sharing personal details, private interviews, or child-created files with this site.", "demonstration": [ "Question → sources → revised question", "Pip narrows a question when sources reveal a gap, separates quotations from paraphrases, and records basic source information." ], "steps": [ "Ask a focused question and identify at least two useful sources; note who created them and why.", "Take quotations and paraphrases separately. Refocus the question if the sources reveal a gap.", "Explain findings and limits, record author, title, date and location, and check image rights before privately sharing." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:research-1", "completionId": "16-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.research-2.v1", "prompt": "Investigate how a public design changed over time with an adult.", "hint": "Use reliable, relevant sources and keep a bibliography. A domain is a clue, not proof of accuracy. Avoid sharing personal details, private interviews, or child-created files with this site.", "demonstration": [ "Question → sources → revised question", "Pip narrows a question when sources reveal a gap, separates quotations from paraphrases, and records basic source information." ], "steps": [ "Ask a focused question and identify at least two useful sources; note who created them and why.", "Take quotations and paraphrases separately. Refocus the question if the sources reveal a gap.", "Explain findings and limits, record author, title, date and location, and check image rights before privately sharing." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:research-2", "completionId": "25-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.research-3.v1", "prompt": "Investigate how a musical work was arranged with an adult.", "hint": "Use reliable, relevant sources and keep a bibliography. A domain is a clue, not proof of accuracy. Avoid sharing personal details, private interviews, or child-created files with this site.", "demonstration": [ "Question → sources → revised question", "Pip narrows a question when sources reveal a gap, separates quotations from paraphrases, and records basic source information." ], "steps": [ "Ask a focused question and identify at least two useful sources; note who created them and why.", "Take quotations and paraphrases separately. Refocus the question if the sources reveal a gap.", "Explain findings and limits, record author, title, date and location, and check image rights before privately sharing." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:research-3", "completionId": "34-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.research-4.v1", "prompt": "Investigate how a community monitors a resource with an adult.", "hint": "Use reliable, relevant sources and keep a bibliography. A domain is a clue, not proof of accuracy. Avoid sharing personal details, private interviews, or child-created files with this site.", "demonstration": [ "Question → sources → revised question", "Pip narrows a question when sources reveal a gap, separates quotations from paraphrases, and records basic source information." ], "steps": [ "Ask a focused question and identify at least two useful sources; note who created them and why.", "Take quotations and paraphrases separately. Refocus the question if the sources reveal a gap.", "Explain findings and limits, record author, title, date and location, and check image rights before privately sharing." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:research-4", "completionId": "43-99", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Revise structure and expression for purpose and audience", "standard": "6.W-RW.6; 6.GC-GU.1f–g", "demo": [ "Try a different approach", "Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit." ], "prerequisites": [ "g6.writing.narrative" ], "id": "g6.writing.revision", "grade": 6, "subject": "g6-writing", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf", "standardVersion": "Idaho ELA/Literacy · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.writing.revision-0.v1", "prompt": "Revision studio: clarify vague pronouns.", "hint": "Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.", "demonstration": [ "Try a different approach", "Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:revision-0", "completionId": "8-99", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.revision-1.v1", "prompt": "Revision studio: change the opening to orient a new reader.", "hint": "Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.", "demonstration": [ "Try a different approach", "Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:revision-1", "completionId": "17-99", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.revision-2.v1", "prompt": "Revision studio: group evidence by claim instead of by source.", "hint": "Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.", "demonstration": [ "Try a different approach", "Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:revision-2", "completionId": "26-99", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.revision-3.v1", "prompt": "Revision studio: replace a general word with a precise one.", "hint": "Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.", "demonstration": [ "Try a different approach", "Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:revision-3", "completionId": "35-99", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.revision-4.v1", "prompt": "Revision studio: remove repetition while preserving emphasis.", "hint": "Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.", "demonstration": [ "Try a different approach", "Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:revision-4", "completionId": "44-99", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.revision-5.v1", "prompt": "Revision studio: vary sentence length at a turning point.", "hint": "Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.", "demonstration": [ "Try a different approach", "Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:revision-5", "completionId": "51-99", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.revision-6.v1", "prompt": "Revision studio: add transitions that explain relationships.", "hint": "Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.", "demonstration": [ "Try a different approach", "Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:revision-6", "completionId": "58-99", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.revision-7.v1", "prompt": "Revision studio: adapt an informal draft for a formal audience.", "hint": "Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.", "demonstration": [ "Try a different approach", "Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:revision-7", "completionId": "65-99", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.revision-8.v1", "prompt": "Revision studio: replace a broad conclusion with one the evidence supports.", "hint": "Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.", "demonstration": [ "Try a different approach", "Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:revision-8", "completionId": "72-99", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.writing.revision-9.v1", "prompt": "Revision studio: try a new structure after a reader’s feedback.", "hint": "Use your own draft or an adult-selected sample. Keep two versions, explain the effect of the change, and ask a reader whether the revised piece better serves its purpose.", "demonstration": [ "Try a different approach", "Pip tests a new organization with a reader, then explains how the revision changes clarity and audience fit." ], "workspace": "write", "type": "work", "variantKey": "g6:writing:revision-9", "completionId": "79-99", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Describe and scale equivalent ratios", "standard": "6.RP.A.1,3a", "demo": [ "Keep quantities in the same order", "Pip scales both amounts in a recipe by the same factor and checks the meaning of each column." ], "prerequisites": [], "id": "g6.math.ratios", "grade": 6, "subject": "g6-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.math.ratio-kitchen-0.v1", "prompt": "The original recipe uses 2 cups of lemon juice for every 5 cups of water. Your new batch uses 6 cups of lemon juice. How many cups of water keep the same ratio? Fill in the missing number in the ratio table, then tap Check my ratio.", "answer": 15, "ratioIndex": 0, "hint": "The lemon juice changes from 2 to 6 cups. That is 3 times as much. Multiply 5 cups of water by the same factor, 3. Multiplying both amounts keeps the ratio equivalent.", "demonstration": [ "Keep quantities in the same order", "Pip scales both amounts in a recipe by the same factor and checks the meaning of each column." ], "type": "ratio-kitchen", "variantKey": "sixth-grade:ratio-kitchen:0", "completionId": "0-48", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.ratio-language.v1", "prompt": "There are 3 blue tiles and 5 gold tiles. Which describes blue to all tiles?", "answer": "3 to 8", "options": [ { "label": "3 to 8" }, { "label": "3 to 5" }, { "label": "5 to 3" } ], "hint": "Name both quantities before forming the ratio.", "demonstration": [ "Keep quantities in the same order", "Pip scales both amounts in a recipe by the same factor and checks the meaning of each column." ], "type": "choice", "variantKey": "g6:math:ratio-language", "completionId": "1-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.ratio-kitchen-1.v1", "prompt": "The original recipe uses 1 cup of yogurt for every 2 cups of berries. Your new batch uses 4 cups of yogurt. How many cups of berries keep the same ratio? Fill in the missing number in the ratio table, then tap Check my ratio.", "answer": 8, "ratioIndex": 1, "hint": "The yogurt changes from 1 to 4 cups. That is 4 times as much. Multiply 2 cups of berries by the same factor, 4. Multiplying both amounts keeps the ratio equivalent.", "demonstration": [ "Keep quantities in the same order", "Pip scales both amounts in a recipe by the same factor and checks the meaning of each column." ], "type": "ratio-kitchen", "variantKey": "sixth-grade:ratio-kitchen:1", "completionId": "1-48", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.ratio-table.v1", "prompt": "A table pairs 4 notebooks with 10 dollars. At the same rate, what is the cost of 12 notebooks?", "answer": 30, "hint": "Both quantities change by the same factor.", "demonstration": [ "Keep quantities in the same order", "Pip scales both amounts in a recipe by the same factor and checks the meaning of each column." ], "type": "number", "variantKey": "g6:math:ratio-table", "completionId": "12-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.ratio-kitchen-2.v1", "prompt": "The original recipe uses 3 cups of oats for every 2 cups of raisins. Your new batch uses 9 cups of oats. How many cups of raisins keep the same ratio? Fill in the missing number in the ratio table, then tap Check my ratio.", "answer": 6, "ratioIndex": 2, "hint": "The oats changes from 3 to 9 cups. That is 3 times as much. Multiply 2 cups of raisins by the same factor, 3. Multiplying both amounts keeps the ratio equivalent.", "demonstration": [ "Keep quantities in the same order", "Pip scales both amounts in a recipe by the same factor and checks the meaning of each column." ], "type": "ratio-kitchen", "variantKey": "sixth-grade:ratio-kitchen:2", "completionId": "2-48", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.ratio-graph.v1", "prompt": "Make a table and graph for 2 cups of concentrate to every 5 cups of water.", "hint": "Include at least three equivalent pairs and label axes with ingredient names and units. Explain why the origin also fits the relationship.", "demonstration": [ "Keep quantities in the same order", "Pip scales both amounts in a recipe by the same factor and checks the meaning of each column." ], "workspace": "draw", "type": "work", "variantKey": "g6:math:ratio-graph", "completionId": "23-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.math.ratio-kitchen-3.v1", "prompt": "The original recipe uses 2 cups of rice for every 3 cups of broth. Your new batch uses 8 cups of rice. How many cups of broth keep the same ratio? Fill in the missing number in the ratio table, then tap Check my ratio.", "answer": 12, "ratioIndex": 3, "hint": "The rice changes from 2 to 8 cups. That is 4 times as much. Multiply 3 cups of broth by the same factor, 4. Multiplying both amounts keeps the ratio equivalent.", "demonstration": [ "Keep quantities in the same order", "Pip scales both amounts in a recipe by the same factor and checks the meaning of each column." ], "type": "ratio-kitchen", "variantKey": "sixth-grade:ratio-kitchen:3", "completionId": "3-48", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.ratio-kitchen-4.v1", "prompt": "The original recipe uses 4 cups of orange juice for every 6 cups of water. Your new batch uses 2 cups of orange juice. How many cups of water keep the same ratio? Fill in the missing number in the ratio table, then tap Check my ratio.", "answer": 3, "ratioIndex": 4, "hint": "The orange juice changes from 4 to 2 cups. Divide by 2. Divide 6 cups of water by 2 too. Dividing both amounts by the same number keeps the ratio equivalent.", "demonstration": [ "Keep quantities in the same order", "Pip scales both amounts in a recipe by the same factor and checks the meaning of each column." ], "type": "ratio-kitchen", "variantKey": "sixth-grade:ratio-kitchen:4", "completionId": "4-48", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.ratio-kitchen-5.v1", "prompt": "The original recipe uses 6 cups of oats for every 4 cups of raisins. Your new batch uses 3 cups of oats. How many cups of raisins keep the same ratio? Fill in the missing number in the ratio table, then tap Check my ratio.", "answer": 2, "ratioIndex": 5, "hint": "The oats changes from 6 to 3 cups. Divide by 2. Divide 4 cups of raisins by 2 too. Dividing both amounts by the same number keeps the ratio equivalent.", "demonstration": [ "Keep quantities in the same order", "Pip scales both amounts in a recipe by the same factor and checks the meaning of each column." ], "type": "ratio-kitchen", "variantKey": "sixth-grade:ratio-kitchen:5", "completionId": "5-48", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.ratio-kitchen-6.v1", "prompt": "The original recipe uses 3 cups of beans for every 5 cups of corn. Your new batch uses 12 cups of beans. How many cups of corn keep the same ratio? Fill in the missing number in the ratio table, then tap Check my ratio.", "answer": 20, "ratioIndex": 6, "hint": "The beans changes from 3 to 12 cups. That is 4 times as much. Multiply 5 cups of corn by the same factor, 4. Multiplying both amounts keeps the ratio equivalent.", "demonstration": [ "Keep quantities in the same order", "Pip scales both amounts in a recipe by the same factor and checks the meaning of each column." ], "type": "ratio-kitchen", "variantKey": "sixth-grade:ratio-kitchen:6", "completionId": "6-48", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.ratio-kitchen-7.v1", "prompt": "The original recipe uses 8 cups of yogurt for every 12 cups of berries. Your new batch uses 2 cups of yogurt. How many cups of berries keep the same ratio? Fill in the missing number in the ratio table, then tap Check my ratio.", "answer": 3, "ratioIndex": 7, "hint": "The yogurt changes from 8 to 2 cups. Divide by 4. Divide 12 cups of berries by 4 too. Dividing both amounts by the same number keeps the ratio equivalent.", "demonstration": [ "Keep quantities in the same order", "Pip scales both amounts in a recipe by the same factor and checks the meaning of each column." ], "type": "ratio-kitchen", "variantKey": "sixth-grade:ratio-kitchen:7", "completionId": "7-48", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Use unit rates, percentages and unit conversions", "standard": "6.RP.A.2,3b–d", "demo": [ "Find the amount for one", "Pip divides cost by the number of items to compare prices per item, keeping the units attached." ], "prerequisites": [ "g6.math.ratios" ], "id": "g6.math.rates", "grade": 6, "subject": "g6-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.math.unit-rate-0.v1", "prompt": "6 pencils cost 18 dollars. What is the cost per item?", "answer": 3, "hint": "Divide the total cost by the number of equal-price items. Include dollars per item in your explanation.", "demonstration": [ "Find the amount for one", "Pip divides cost by the number of items to compare prices per item, keeping the units attached." ], "type": "number", "variantKey": "g6:math:unit-rate-0", "completionId": "34-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.unit-rate-1.v1", "prompt": "4 notebooks cost 28 dollars. What is the cost per item?", "answer": 7, "hint": "Divide the total cost by the number of equal-price items. Include dollars per item in your explanation.", "demonstration": [ "Find the amount for one", "Pip divides cost by the number of items to compare prices per item, keeping the units attached." ], "type": "number", "variantKey": "g6:math:unit-rate-1", "completionId": "45-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.unit-rate-2.v1", "prompt": "7 tickets cost 42 dollars. What is the cost per item?", "answer": 6, "hint": "Divide the total cost by the number of equal-price items. Include dollars per item in your explanation.", "demonstration": [ "Find the amount for one", "Pip divides cost by the number of items to compare prices per item, keeping the units attached." ], "type": "number", "variantKey": "g6:math:unit-rate-2", "completionId": "56-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.speed.v1", "prompt": "A walker travels 12 kilometers in 3 hours at a constant speed. How many kilometers per hour?", "answer": 4, "hint": "A unit rate tells how far in one hour.", "demonstration": [ "Find the amount for one", "Pip divides cost by the number of items to compare prices per item, keeping the units attached." ], "type": "number", "variantKey": "g6:math:speed", "completionId": "67-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.percent-part.v1", "prompt": "What is 35 percent of 80?", "answer": 28, "hint": "Percent means per hundred. Multiply the whole by 35/100.", "demonstration": [ "Find the amount for one", "Pip divides cost by the number of items to compare prices per item, keeping the units attached." ], "type": "number", "variantKey": "g6:math:percent-part", "completionId": "77-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.percent-whole.v1", "prompt": "18 is 30 percent of what whole?", "answer": 60, "hint": "Find the value represented by one percent, then one hundred percent.", "demonstration": [ "Find the amount for one", "Pip divides cost by the number of items to compare prices per item, keeping the units attached." ], "type": "number", "variantKey": "g6:math:percent-whole", "completionId": "86-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.conversion.v1", "prompt": "Use 1 inch = 2.54 centimeters. How many centimeters are in 5 inches?", "answer": 12.7, "hint": "Scale the given conversion and keep the units.", "demonstration": [ "Find the amount for one", "Pip divides cost by the number of items to compare prices per item, keeping the units attached." ], "type": "number", "variantKey": "g6:math:conversion", "completionId": "91-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.compare-rates.v1", "prompt": "Pack A has 6 pencils for 3 dollars. Pack B has 10 pencils for 6 dollars. Which costs less per pencil?", "answer": "Pack A", "options": [ { "label": "Pack A" }, { "label": "Pack B" }, { "label": "Both cost the same per pencil" } ], "hint": "Compare dollars per pencil, not only total prices.", "demonstration": [ "Find the amount for one", "Pip divides cost by the number of items to compare prices per item, keeping the units attached." ], "type": "choice", "variantKey": "g6:math:compare-rates", "completionId": "96-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.double-number-line.v1", "prompt": "Show 25 percent of 60 on a double number line.", "hint": "Align zero with zero and one hundred percent with sixty. Label the quarter points and explain the correspondence.", "demonstration": [ "Find the amount for one", "Pip divides cost by the number of items to compare prices per item, keeping the units attached." ], "workspace": "draw", "type": "work", "variantKey": "g6:math:double-number-line", "completionId": "98-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Interpret and calculate fraction-by-fraction division", "standard": "6.NS.A.1", "demo": [ "How many groups fit?", "Pip asks how many half-cup groups fit in three quarters of a cup and models one and a half groups." ], "prerequisites": [], "id": "g6.math.fractions", "grade": 6, "subject": "g6-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.math.fraction-division-0.v1", "prompt": "3/4 ÷ 1/2 = ?", "fractionDivision": { "a": 3, "b": 4, "c": 1, "d": 2 }, "answerFraction": { "n": 6, "d": 4 }, "hint": "Think how many divisor-sized groups fit. Check by multiplying your quotient by the divisor.", "demonstration": [ "How many groups fit?", "Pip asks how many half-cup groups fit in three quarters of a cup and models one and a half groups." ], "type": "fraction-answer", "variantKey": "g6:math:fraction-division-0", "completionId": "2-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.fraction-division-1.v1", "prompt": "2/3 ÷ 3/4 = ?", "fractionDivision": { "a": 2, "b": 3, "c": 3, "d": 4 }, "answerFraction": { "n": 8, "d": 9 }, "hint": "Think how many divisor-sized groups fit. Check by multiplying your quotient by the divisor.", "demonstration": [ "How many groups fit?", "Pip asks how many half-cup groups fit in three quarters of a cup and models one and a half groups." ], "type": "fraction-answer", "variantKey": "g6:math:fraction-division-1", "completionId": "13-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.fraction-division-2.v1", "prompt": "5/6 ÷ 2/3 = ?", "fractionDivision": { "a": 5, "b": 6, "c": 2, "d": 3 }, "answerFraction": { "n": 15, "d": 12 }, "hint": "Think how many divisor-sized groups fit. Check by multiplying your quotient by the divisor.", "demonstration": [ "How many groups fit?", "Pip asks how many half-cup groups fit in three quarters of a cup and models one and a half groups." ], "type": "fraction-answer", "variantKey": "g6:math:fraction-division-2", "completionId": "24-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.fraction-division-3.v1", "prompt": "7/8 ÷ 1/4 = ?", "fractionDivision": { "a": 7, "b": 8, "c": 1, "d": 4 }, "answerFraction": { "n": 28, "d": 8 }, "hint": "Think how many divisor-sized groups fit. Check by multiplying your quotient by the divisor.", "demonstration": [ "How many groups fit?", "Pip asks how many half-cup groups fit in three quarters of a cup and models one and a half groups." ], "type": "fraction-answer", "variantKey": "g6:math:fraction-division-3", "completionId": "35-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.fraction-division-4.v1", "prompt": "9/4 ÷ 3/2 = ?", "fractionDivision": { "a": 9, "b": 4, "c": 3, "d": 2 }, "answerFraction": { "n": 18, "d": 12 }, "hint": "Think how many divisor-sized groups fit. Check by multiplying your quotient by the divisor.", "demonstration": [ "How many groups fit?", "Pip asks how many half-cup groups fit in three quarters of a cup and models one and a half groups." ], "type": "fraction-answer", "variantKey": "g6:math:fraction-division-4", "completionId": "46-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.fraction-division-5.v1", "prompt": "5/3 ÷ 5/6 = ?", "fractionDivision": { "a": 5, "b": 3, "c": 5, "d": 6 }, "answerFraction": { "n": 30, "d": 15 }, "hint": "Think how many divisor-sized groups fit. Check by multiplying your quotient by the divisor.", "demonstration": [ "How many groups fit?", "Pip asks how many half-cup groups fit in three quarters of a cup and models one and a half groups." ], "type": "fraction-answer", "variantKey": "g6:math:fraction-division-5", "completionId": "57-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.fraction-story.v1", "prompt": "Model how many 3/4-cup servings fit in 2/3 cup.", "hint": "Draw equal-sized wholes divided into compatible parts. Explain the partial serving, connect it to division, and check with multiplication.", "demonstration": [ "How many groups fit?", "Pip asks how many half-cup groups fit in three quarters of a cup and models one and a half groups." ], "workspace": "draw", "type": "work", "variantKey": "g6:math:fraction-story", "completionId": "68-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.math.fraction-area.v1", "prompt": "A rectangle has area 3/5 square meter and length 2/3 meter. Explain how to find its width.", "hint": "Use an area model and division of fractions. Label the width in meters and explain why multiplying length by width recovers the area.", "demonstration": [ "How many groups fit?", "Pip asks how many half-cup groups fit in three quarters of a cup and models one and a half groups." ], "workspace": "draw", "type": "work", "variantKey": "g6:math:fraction-area", "completionId": "78-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Calculate multi-digit division and decimal operations", "standard": "6.NS.B.2–3", "demo": [ "Estimate, calculate, explain", "Pip estimates the quotient, records a written algorithm, and checks the result using multiplication." ], "prerequisites": [], "id": "g6.math.algorithms", "grade": 6, "subject": "g6-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.math.algorithm-0.v1", "prompt": "5676 ÷ 12 = ?", "answer": 473, "operation": { "a": 5676, "b": 12, "op": "÷" }, "hint": "Estimate first. Use place value in a written algorithm and check with an inverse operation.", "demonstration": [ "Estimate, calculate, explain", "Pip estimates the quotient, records a written algorithm, and checks the result using multiplication." ], "type": "number", "variantKey": "g6:math:algorithm-0", "completionId": "3-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.algorithm-1.v1", "prompt": "8064 ÷ 24 = ?", "answer": 336, "operation": { "a": 8064, "b": 24, "op": "÷" }, "hint": "Estimate first. Use place value in a written algorithm and check with an inverse operation.", "demonstration": [ "Estimate, calculate, explain", "Pip estimates the quotient, records a written algorithm, and checks the result using multiplication." ], "type": "number", "variantKey": "g6:math:algorithm-1", "completionId": "14-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.algorithm-2.v1", "prompt": "9240 ÷ 35 = ?", "answer": 264, "operation": { "a": 9240, "b": 35, "op": "÷" }, "hint": "Estimate first. Use place value in a written algorithm and check with an inverse operation.", "demonstration": [ "Estimate, calculate, explain", "Pip estimates the quotient, records a written algorithm, and checks the result using multiplication." ], "type": "number", "variantKey": "g6:math:algorithm-2", "completionId": "25-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.algorithm-3.v1", "prompt": "12.75 + 3.68 = ?", "answer": 16.43, "operation": { "a": 12.75, "b": 3.68, "op": "+" }, "hint": "Estimate first. Use place value in a written algorithm and check with an inverse operation.", "demonstration": [ "Estimate, calculate, explain", "Pip estimates the quotient, records a written algorithm, and checks the result using multiplication." ], "type": "number", "variantKey": "g6:math:algorithm-3", "completionId": "36-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.algorithm-4.v1", "prompt": "20.04 − 7.89 = ?", "answer": 12.15, "operation": { "a": 20.04, "b": 7.89, "op": "−" }, "hint": "Estimate first. Use place value in a written algorithm and check with an inverse operation.", "demonstration": [ "Estimate, calculate, explain", "Pip estimates the quotient, records a written algorithm, and checks the result using multiplication." ], "type": "number", "variantKey": "g6:math:algorithm-4", "completionId": "47-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.algorithm-5.v1", "prompt": "3.6 × 2.4 = ?", "answer": 8.64, "operation": { "a": 3.6, "b": 2.4, "op": "×" }, "hint": "Estimate first. Use place value in a written algorithm and check with an inverse operation.", "demonstration": [ "Estimate, calculate, explain", "Pip estimates the quotient, records a written algorithm, and checks the result using multiplication." ], "type": "number", "variantKey": "g6:math:algorithm-5", "completionId": "58-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.algorithm-6.v1", "prompt": "18.9 ÷ 0.7 = ?", "answer": 27, "operation": { "a": 18.9, "b": 0.7, "op": "÷" }, "hint": "Estimate first. Use place value in a written algorithm and check with an inverse operation.", "demonstration": [ "Estimate, calculate, explain", "Pip estimates the quotient, records a written algorithm, and checks the result using multiplication." ], "type": "number", "variantKey": "g6:math:algorithm-6", "completionId": "69-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.algorithm-explain-0.v1", "prompt": "Explain the standard division algorithm for 7,392 divided by 24.", "hint": "Record each step on paper, label the values, and ask a grown-up to discuss your reasoning. A correct keypad answer alone does not demonstrate algorithm fluency.", "demonstration": [ "Estimate, calculate, explain", "Pip estimates the quotient, records a written algorithm, and checks the result using multiplication." ], "workspace": "write", "type": "work", "variantKey": "g6:math:algorithm-explain-0", "completionId": "79-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.math.algorithm-explain-1.v1", "prompt": "Compare place-value steps for 6.24 × 1.5 and 624 × 15.", "hint": "Record each step on paper, label the values, and ask a grown-up to discuss your reasoning. A correct keypad answer alone does not demonstrate algorithm fluency.", "demonstration": [ "Estimate, calculate, explain", "Pip estimates the quotient, records a written algorithm, and checks the result using multiplication." ], "workspace": "write", "type": "work", "variantKey": "g6:math:algorithm-explain-1", "completionId": "87-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.math.algorithm-explain-2.v1", "prompt": "Explain why 16.8 ÷ 0.6 has the same quotient as 168 ÷ 6.", "hint": "Record each step on paper, label the values, and ask a grown-up to discuss your reasoning. A correct keypad answer alone does not demonstrate algorithm fluency.", "demonstration": [ "Estimate, calculate, explain", "Pip estimates the quotient, records a written algorithm, and checks the result using multiplication." ], "workspace": "write", "type": "work", "variantKey": "g6:math:algorithm-explain-2", "completionId": "92-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use common factors, multiples and the distributive property", "standard": "6.NS.B.4", "demo": [ "Shared factors, shared multiples", "Pip lists factors of 18 and 24, identifies 6 as their greatest common factor, and writes 18 + 24 as 6 times 7." ], "prerequisites": [], "id": "g6.math.factors", "grade": 6, "subject": "g6-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.math.gcf-0.v1", "prompt": "What is the greatest common factor of 36 and 48?", "answer": 12, "hint": "List factor pairs or compare prime factors.", "demonstration": [ "Shared factors, shared multiples", "Pip lists factors of 18 and 24, identifies 6 as their greatest common factor, and writes 18 + 24 as 6 times 7." ], "type": "number", "variantKey": "g6:math:gcf-0", "completionId": "4-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.gcf-1.v1", "prompt": "What is the greatest common factor of 45 and 60?", "answer": 15, "hint": "List factor pairs or compare prime factors.", "demonstration": [ "Shared factors, shared multiples", "Pip lists factors of 18 and 24, identifies 6 as their greatest common factor, and writes 18 + 24 as 6 times 7." ], "type": "number", "variantKey": "g6:math:gcf-1", "completionId": "15-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.gcf-2.v1", "prompt": "What is the greatest common factor of 28 and 70?", "answer": 14, "hint": "List factor pairs or compare prime factors.", "demonstration": [ "Shared factors, shared multiples", "Pip lists factors of 18 and 24, identifies 6 as their greatest common factor, and writes 18 + 24 as 6 times 7." ], "type": "number", "variantKey": "g6:math:gcf-2", "completionId": "26-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.lcm-0.v1", "prompt": "What is the least common multiple of 6 and 8?", "answer": 24, "hint": "Find the smallest positive multiple shared by both numbers.", "demonstration": [ "Shared factors, shared multiples", "Pip lists factors of 18 and 24, identifies 6 as their greatest common factor, and writes 18 + 24 as 6 times 7." ], "type": "number", "variantKey": "g6:math:lcm-0", "completionId": "37-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.lcm-1.v1", "prompt": "What is the least common multiple of 9 and 12?", "answer": 36, "hint": "Find the smallest positive multiple shared by both numbers.", "demonstration": [ "Shared factors, shared multiples", "Pip lists factors of 18 and 24, identifies 6 as their greatest common factor, and writes 18 + 24 as 6 times 7." ], "type": "number", "variantKey": "g6:math:lcm-1", "completionId": "48-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.factor-sum.v1", "prompt": "Factor 42 + 30 using the greatest common factor.", "answer": "6(7 + 5)", "options": [ { "label": "6(7 + 5)" }, { "label": "6(42 + 30)" }, { "label": "12(7 + 5)" } ], "hint": "Distribute to check that the original two terms are recovered.", "demonstration": [ "Shared factors, shared multiples", "Pip lists factors of 18 and 24, identifies 6 as their greatest common factor, and writes 18 + 24 as 6 times 7." ], "type": "choice", "variantKey": "g6:math:factor-sum", "completionId": "59-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Interpret, order and locate signed rational numbers", "standard": "6.NS.C.5–7", "demo": [ "Zero is the reference", "Pip places negative two to the left of zero, explains its opposite, and separates order from distance to zero." ], "prerequisites": [], "id": "g6.math.rational", "grade": 6, "subject": "g6-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.math.opposite.v1", "prompt": "What is the opposite of 4.5?", "answer": -4.5, "hint": "Opposites are the same distance from zero on opposite sides.", "demonstration": [ "Zero is the reference", "Pip places negative two to the left of zero, explains its opposite, and separates order from distance to zero." ], "type": "number", "variantKey": "g6:math:opposite", "completionId": "5-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.double-opposite.v1", "prompt": "What is the opposite of −7?", "answer": 7, "hint": "Reflect the number’s position across zero.", "demonstration": [ "Zero is the reference", "Pip places negative two to the left of zero, explains its opposite, and separates order from distance to zero." ], "type": "number", "variantKey": "g6:math:double-opposite", "completionId": "16-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.absolute.v1", "prompt": "What is the absolute value of −8?", "answer": 8, "hint": "Absolute value is distance from zero, so it is nonnegative.", "demonstration": [ "Zero is the reference", "Pip places negative two to the left of zero, explains its opposite, and separates order from distance to zero." ], "type": "number", "variantKey": "g6:math:absolute", "completionId": "27-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.elevation.v1", "prompt": "A point is 12 meters below sea level. Represent its elevation with a signed number.", "answer": -12, "hint": "Sea level is zero; below is negative.", "demonstration": [ "Zero is the reference", "Pip places negative two to the left of zero, explains its opposite, and separates order from distance to zero." ], "type": "number", "variantKey": "g6:math:elevation", "completionId": "38-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.order.v1", "prompt": "Which statement is true?", "answer": "−2.5 > −4", "options": [ { "label": "−2.5 > −4" }, { "label": "−2.5 < −4" }, { "label": "−2.5 = −4" } ], "hint": "The number farther right on a horizontal number line is greater.", "demonstration": [ "Zero is the reference", "Pip places negative two to the left of zero, explains its opposite, and separates order from distance to zero." ], "type": "choice", "variantKey": "g6:math:order", "completionId": "49-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.magnitude.v1", "prompt": "Which number is smaller but has a greater absolute value than −3?", "answer": "−7", "options": [ { "label": "−7" }, { "label": "−1" }, { "label": "2" } ], "hint": "Compare position and distance separately.", "demonstration": [ "Zero is the reference", "Pip places negative two to the left of zero, explains its opposite, and separates order from distance to zero." ], "type": "choice", "variantKey": "g6:math:magnitude", "completionId": "60-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.rational-line.v1", "prompt": "Place −1.5, −1/2, 0, and 3/2 on a number line.", "hint": "Use equally spaced units. Order the values and explain the opposite of each without confusing a negative sign with absolute value.", "demonstration": [ "Zero is the reference", "Pip places negative two to the left of zero, explains its opposite, and separates order from distance to zero." ], "workspace": "draw", "type": "work", "variantKey": "g6:math:rational-line", "completionId": "70-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.math.zero-context.v1", "prompt": "Explain zero in two contexts: elevation and a fictional account balance.", "hint": "Discuss positive and negative values in each context and explain why zero is a reference point, not a statement that nothing exists.", "demonstration": [ "Zero is the reference", "Pip places negative two to the left of zero, explains its opposite, and separates order from distance to zero." ], "workspace": "write", "type": "work", "variantKey": "g6:math:zero-context", "completionId": "80-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Plot rational points and reason in four quadrants", "standard": "6.NS.C.6b–c,8", "demo": [ "Across x, then vertical y", "Pip plots negative three, two by moving left three and up two, then checks the quadrant." ], "prerequisites": [ "g6.math.rational" ], "id": "g6.math.coordinates", "grade": 6, "subject": "g6-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.math.coordinates-0.v1", "prompt": "Plot (-3, 2). Choose x and y, then check.", "point": { "x": -3, "y": 2 }, "coordinateMode": "plot", "hint": "Start at zero. Negative x goes left; negative y goes down. The first coordinate is x. Half-unit choices lie halfway between grid lines.", "demonstration": [ "Across x, then vertical y", "Pip plots negative three, two by moving left three and up two, then checks the quadrant." ], "type": "coordinates", "variantKey": "g6:math:coordinates-0", "completionId": "6-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.coordinates-1.v1", "prompt": "Plot (2, -4). Choose x and y, then check.", "point": { "x": 2, "y": -4 }, "coordinateMode": "plot", "hint": "Start at zero. Negative x goes left; negative y goes down. The first coordinate is x. Half-unit choices lie halfway between grid lines.", "demonstration": [ "Across x, then vertical y", "Pip plots negative three, two by moving left three and up two, then checks the quadrant." ], "type": "coordinates", "variantKey": "g6:math:coordinates-1", "completionId": "17-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.coordinates-2.v1", "prompt": "Plot (-2, -3). Choose x and y, then check.", "point": { "x": -2, "y": -3 }, "coordinateMode": "plot", "hint": "Start at zero. Negative x goes left; negative y goes down. The first coordinate is x. Half-unit choices lie halfway between grid lines.", "demonstration": [ "Across x, then vertical y", "Pip plots negative three, two by moving left three and up two, then checks the quadrant." ], "type": "coordinates", "variantKey": "g6:math:coordinates-2", "completionId": "28-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.coordinates-3.v1", "prompt": "Read the blue point. Choose its x and y coordinates, then check.", "point": { "x": 0, "y": -4 }, "coordinateMode": "read", "hint": "Start at zero. Negative x goes left; negative y goes down. The first coordinate is x. Half-unit choices lie halfway between grid lines.", "demonstration": [ "Across x, then vertical y", "Pip plots negative three, two by moving left three and up two, then checks the quadrant." ], "type": "coordinates", "variantKey": "g6:math:coordinates-3", "completionId": "39-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.coordinates-4.v1", "prompt": "Read the blue point. Choose its x and y coordinates, then check.", "point": { "x": 3, "y": 0 }, "coordinateMode": "read", "hint": "Start at zero. Negative x goes left; negative y goes down. The first coordinate is x. Half-unit choices lie halfway between grid lines.", "demonstration": [ "Across x, then vertical y", "Pip plots negative three, two by moving left three and up two, then checks the quadrant." ], "type": "coordinates", "variantKey": "g6:math:coordinates-4", "completionId": "50-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.coordinates-5.v1", "prompt": "Read the blue point. Choose its x and y coordinates, then check.", "point": { "x": -1.5, "y": 2.5 }, "coordinateMode": "read", "hint": "Start at zero. Negative x goes left; negative y goes down. The first coordinate is x. Half-unit choices lie halfway between grid lines.", "demonstration": [ "Across x, then vertical y", "Pip plots negative three, two by moving left three and up two, then checks the quadrant." ], "type": "coordinates", "variantKey": "g6:math:coordinates-5", "completionId": "61-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.coordinate-distance.v1", "prompt": "Points (−4, 3) and (2, 3) share a horizontal line. How many units apart are they?", "answer": 6, "hint": "Count the horizontal distance across zero; distance is nonnegative.", "demonstration": [ "Across x, then vertical y", "Pip plots negative three, two by moving left three and up two, then checks the quadrant." ], "type": "number", "variantKey": "g6:math:coordinate-distance", "completionId": "71-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.coordinate-reflect.v1", "prompt": "Plot (−3, 2), (3, 2), and (3, −2). Describe the reflections.", "hint": "Label all four quadrants. Explain which sign changes reflect across each axis and which coordinate stays the same.", "demonstration": [ "Across x, then vertical y", "Pip plots negative three, two by moving left three and up two, then checks the quadrant." ], "workspace": "draw", "type": "work", "variantKey": "g6:math:coordinate-reflect", "completionId": "81-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Evaluate and rewrite expressions using properties", "standard": "6.EE.A.1–4", "demo": [ "Structure before calculation", "Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses." ], "prerequisites": [], "id": "g6.math.expressions", "grade": 6, "subject": "g6-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.math.exponent-0.v1", "prompt": "2 to the power 4, plus 3, equals what?", "answer": 19, "hint": "The exponent counts repeated factors, not multiplication by the exponent.", "demonstration": [ "Structure before calculation", "Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses." ], "type": "number", "variantKey": "g6:math:exponent-0", "completionId": "7-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.exponent-1.v1", "prompt": "3 to the power 3, plus 5, equals what?", "answer": 32, "hint": "The exponent counts repeated factors, not multiplication by the exponent.", "demonstration": [ "Structure before calculation", "Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses." ], "type": "number", "variantKey": "g6:math:exponent-1", "completionId": "18-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.exponent-2.v1", "prompt": "5 to the power 2, plus 4, equals what?", "answer": 29, "hint": "The exponent counts repeated factors, not multiplication by the exponent.", "demonstration": [ "Structure before calculation", "Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses." ], "type": "number", "variantKey": "g6:math:exponent-2", "completionId": "29-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.exponent-3.v1", "prompt": "4 to the power 2, plus 7, equals what?", "answer": 23, "hint": "The exponent counts repeated factors, not multiplication by the exponent.", "demonstration": [ "Structure before calculation", "Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses." ], "type": "number", "variantKey": "g6:math:exponent-3", "completionId": "40-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.substitute-0.v1", "prompt": "Evaluate 3x + 2 when x = 5.", "answer": 17, "hint": "Replace the variable with its given value, then follow the order of operations.", "demonstration": [ "Structure before calculation", "Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses." ], "type": "number", "variantKey": "g6:math:substitute-0", "completionId": "51-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.substitute-1.v1", "prompt": "Evaluate 4x + 7 when x = 2.", "answer": 15, "hint": "Replace the variable with its given value, then follow the order of operations.", "demonstration": [ "Structure before calculation", "Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses." ], "type": "number", "variantKey": "g6:math:substitute-1", "completionId": "62-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.substitute-2.v1", "prompt": "Evaluate 6x + 1 when x = 3.", "answer": 19, "hint": "Replace the variable with its given value, then follow the order of operations.", "demonstration": [ "Structure before calculation", "Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses." ], "type": "number", "variantKey": "g6:math:substitute-2", "completionId": "72-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.substitute-3.v1", "prompt": "Evaluate 2x + 5 when x = 8.", "answer": 21, "hint": "Replace the variable with its given value, then follow the order of operations.", "demonstration": [ "Structure before calculation", "Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses." ], "type": "number", "variantKey": "g6:math:substitute-3", "completionId": "82-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.expression-words.v1", "prompt": "Which expression means subtract y from 12?", "answer": "12 − y", "options": [ { "label": "12 − y" }, { "label": "y − 12" }, { "label": "12y" } ], "hint": "The order of subtraction matters.", "demonstration": [ "Structure before calculation", "Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses." ], "type": "choice", "variantKey": "g6:math:expression-words", "completionId": "88-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.distribute.v1", "prompt": "Which is equivalent to 4(x + 3) for every x?", "answer": "4x + 12", "options": [ { "label": "4x + 12" }, { "label": "4x + 3" }, { "label": "x + 12" } ], "hint": "Multiply each term inside the parentheses by four.", "demonstration": [ "Structure before calculation", "Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses." ], "type": "choice", "variantKey": "g6:math:distribute", "completionId": "93-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.coefficient.v1", "prompt": "In 7x + 2, what is the coefficient of x?", "answer": "7", "options": [ { "label": "7" }, { "label": "2" }, { "label": "9" } ], "hint": "A coefficient multiplies the variable.", "demonstration": [ "Structure before calculation", "Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses." ], "type": "choice", "variantKey": "g6:math:coefficient", "completionId": "97-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.equivalence.v1", "prompt": "Explain why 3(x + 2) and 3x + 6 are equivalent.", "hint": "Use a diagram or the distributive property. Checking one value can illustrate the claim but does not by itself show it holds for every value.", "demonstration": [ "Structure before calculation", "Pip evaluates an exponent before addition and distributes a factor to every term inside parentheses." ], "workspace": "draw", "type": "work", "variantKey": "g6:math:equivalence", "completionId": "99-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Solve equations, interpret inequalities and relate variables", "standard": "6.EE.B.5–8; 6.EE.C.9", "demo": [ "Substitute to check", "Pip solves x plus three equals eight by finding five, then substitutes five into the original equation." ], "prerequisites": [ "g6.math.expressions" ], "id": "g6.math.equations", "grade": 6, "subject": "g6-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.math.equation-add.v1", "prompt": "Solve x + 2.75 = 8.5. What is x?", "answer": 5.75, "hint": "Subtract the same amount from both sides, then substitute to check.", "demonstration": [ "Substitute to check", "Pip solves x plus three equals eight by finding five, then substitutes five into the original equation." ], "type": "number", "variantKey": "g6:math:equation-add", "completionId": "8-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.equation-multiply.v1", "prompt": "Solve 0.5x = 6. What is x?", "answer": 12, "hint": "Find the factor that makes the product six; check by substitution.", "demonstration": [ "Substitute to check", "Pip solves x plus three equals eight by finding five, then substitutes five into the original equation." ], "type": "number", "variantKey": "g6:math:equation-multiply", "completionId": "19-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.dependent.v1", "prompt": "The equation d = 4t describes distance in kilometers after t hours. What is d when t = 3?", "answer": 12, "hint": "Substitute the independent variable and keep units attached.", "demonstration": [ "Substitute to check", "Pip solves x plus three equals eight by finding five, then substitutes five into the original equation." ], "type": "number", "variantKey": "g6:math:dependent", "completionId": "30-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.inequality.v1", "prompt": "A length x must be greater than 8 centimeters. Which inequality represents this?", "answer": "x > 8", "options": [ { "label": "x > 8" }, { "label": "x < 8" }, { "label": "x = 8" } ], "hint": "Greater than excludes the boundary value.", "demonstration": [ "Substitute to check", "Pip solves x plus three equals eight by finding five, then substitutes five into the original equation." ], "type": "choice", "variantKey": "g6:math:inequality", "completionId": "41-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.substitution.v1", "prompt": "Which value makes 3x = 18 true?", "answer": "6", "options": [ { "label": "6" }, { "label": "3" }, { "label": "18" } ], "hint": "Substitute the candidate into the original equation.", "demonstration": [ "Substitute to check", "Pip solves x plus three equals eight by finding five, then substitutes five into the original equation." ], "type": "choice", "variantKey": "g6:math:substitution", "completionId": "52-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.inequality-line.v1", "prompt": "Graph x < 4 on a number line and explain its solutions.", "hint": "Use an open circle at four and an arrow toward smaller numbers. Give a fractional solution and explain why there are infinitely many.", "demonstration": [ "Substitute to check", "Pip solves x plus three equals eight by finding five, then substitutes five into the original equation." ], "workspace": "draw", "type": "work", "variantKey": "g6:math:inequality-line", "completionId": "63-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.math.variable-table.v1", "prompt": "For y = 3x, make a table and graph using x = 0, 1, 2, 3.", "hint": "Label independent and dependent variables. Explain how the table, equation, and plotted points describe the same relationship.", "demonstration": [ "Substitute to check", "Pip solves x plus three equals eight by finding five, then substitutes five into the original equation." ], "workspace": "draw", "type": "work", "variantKey": "g6:math:variable-table", "completionId": "73-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.math.equation-context.v1", "prompt": "Write and solve an equation for a ribbon cut into 4 equal pieces, each 1.5 meters long.", "hint": "Let a variable represent the original length. Explain each quantity and check your equation with the solution.", "demonstration": [ "Substitute to check", "Pip solves x plus three equals eight by finding five, then substitutes five into the original equation." ], "workspace": "write", "type": "work", "variantKey": "g6:math:equation-context", "completionId": "83-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Decompose polygons and use coordinate side lengths", "standard": "6.G.A.1,3", "demo": [ "Break a shape into known parts", "Pip doubles a triangle to form a rectangle, then explains why its area is half base times perpendicular height." ], "prerequisites": [], "id": "g6.math.area", "grade": 6, "subject": "g6-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.math.triangle-area.v1", "prompt": "A triangle has base 8 cm and perpendicular height 5 cm. What is its area in square centimeters?", "answer": 20, "triangle": { "b": 8, "h": 5 }, "hint": "A triangle is half of a related parallelogram.", "demonstration": [ "Break a shape into known parts", "Pip doubles a triangle to form a rectangle, then explains why its area is half base times perpendicular height." ], "type": "number", "variantKey": "g6:math:triangle-area", "completionId": "9-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.parallelogram-area.v1", "prompt": "A parallelogram has base 7 cm and perpendicular height 4 cm. What is its area in square centimeters?", "answer": 28, "hint": "Rearrange it into a rectangle with the same base and height.", "demonstration": [ "Break a shape into known parts", "Pip doubles a triangle to form a rectangle, then explains why its area is half base times perpendicular height." ], "type": "number", "variantKey": "g6:math:parallelogram-area", "completionId": "20-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.composite-area.v1", "prompt": "An L-shaped region is a 6 by 5 rectangle with a 2 by 3 corner removed. What is its area?", "answer": 24, "hint": "Subtract the missing rectangle’s area from the whole.", "demonstration": [ "Break a shape into known parts", "Pip doubles a triangle to form a rectangle, then explains why its area is half base times perpendicular height." ], "type": "number", "variantKey": "g6:math:composite-area", "completionId": "31-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.decompose-area.v1", "prompt": "Draw two different decompositions of the same irregular polygon.", "hint": "Label lengths, find the area with each decomposition, and explain why both methods agree. Use an adult-selected grid shape.", "demonstration": [ "Break a shape into known parts", "Pip doubles a triangle to form a rectangle, then explains why its area is half base times perpendicular height." ], "workspace": "draw", "type": "work", "variantKey": "g6:math:decompose-area", "completionId": "42-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.math.coordinate-area.v1", "prompt": "A rectangle has vertices (−2, −1), (3, −1), (3, 2), and (−2, 2). What is its area?", "answer": 15, "hint": "Find horizontal and vertical side lengths, then multiply.", "demonstration": [ "Break a shape into known parts", "Pip doubles a triangle to form a rectangle, then explains why its area is half base times perpendicular height." ], "type": "number", "variantKey": "g6:math:coordinate-area", "completionId": "89-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.polygon-map.v1", "prompt": "Draw a polygon on a four-quadrant grid and find the lengths of its horizontal and vertical sides.", "hint": "List vertices in order. Use coordinate differences and a decomposition to calculate area, with square units.", "demonstration": [ "Break a shape into known parts", "Pip doubles a triangle to form a rectangle, then explains why its area is half base times perpendicular height." ], "workspace": "draw", "type": "work", "variantKey": "g6:math:polygon-map", "completionId": "94-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Find volume with fractional edges and surface area with nets", "standard": "6.G.A.2,4", "demo": [ "Cubic units and square units differ", "Pip multiplies fractional edge lengths for volume, then unfolds a box to count six faces for surface area." ], "prerequisites": [], "id": "g6.math.volume", "grade": 6, "subject": "g6-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.math.fraction-volume.v1", "prompt": "A prism has edges 3/2, 2/3, and 5/4 meters. What is its volume in cubic meters?", "answerFraction": { "n": 5, "d": 4 }, "hint": "Multiply the three edge lengths. Relate the product to layers of small cubes.", "demonstration": [ "Cubic units and square units differ", "Pip multiplies fractional edge lengths for volume, then unfolds a box to count six faces for surface area." ], "type": "fraction-answer", "variantKey": "g6:math:fraction-volume", "completionId": "53-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.volume-cubes.v1", "prompt": "Model a prism with edges 1/2, 3/2, and 2 units using half-unit cubes.", "hint": "Explain the number of cubes along each edge and the volume of one cube. Compare counting cubes with multiplying the edge lengths.", "demonstration": [ "Cubic units and square units differ", "Pip multiplies fractional edge lengths for volume, then unfolds a box to count six faces for surface area." ], "workspace": "draw", "type": "work", "variantKey": "g6:math:volume-cubes", "completionId": "64-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.math.net-area.v1", "prompt": "Find the surface area of this 4 by 3 by 2 rectangular prism in square units.", "answer": 52, "net": { "l": 4, "w": 3, "h": 2 }, "hint": "The net has three matching pairs of rectangles. Add the areas of all six faces.", "demonstration": [ "Cubic units and square units differ", "Pip multiplies fractional edge lengths for volume, then unfolds a box to count six faces for surface area." ], "type": "number", "variantKey": "g6:math:net-area", "completionId": "74-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.net-design.v1", "prompt": "Draw and test a net for a rectangular prism with edges 5, 2, and 1 units.", "hint": "Label six faces, calculate the surface area, and fold paper with adult-approved tools. Explain why no faces overlap or go missing.", "demonstration": [ "Cubic units and square units differ", "Pip multiplies fractional edge lengths for volume, then unfolds a box to count six faces for surface area." ], "workspace": "draw", "type": "work", "variantKey": "g6:math:net-design", "completionId": "84-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Interpret variability, center, spread and data displays", "standard": "6.SP.A.1–3; 6.SP.B.4–5", "demo": [ "Describe the whole distribution", "Pip reports the units, count, center and spread, and considers how an unusual value changes the mean." ], "prerequisites": [], "id": "g6.math.statistics", "grade": 6, "subject": "g6-math", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Mathematics.pdf", "standardVersion": "Idaho Mathematics · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.math.statistical-question.v1", "prompt": "Which question anticipates variability in a group?", "answer": "How many books did each student in a class read?", "options": [ { "label": "How many books did each student in a class read?" }, { "label": "How many books did Jo read yesterday?" }, { "label": "What is 4 + 5?" } ], "hint": "A statistical question expects differing observations from a group.", "demonstration": [ "Describe the whole distribution", "Pip reports the units, count, center and spread, and considers how an unusual value changes the mean." ], "type": "choice", "variantKey": "g6:math:statistical-question", "completionId": "10-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.mean.v1", "prompt": "These fictional walking times are 4, 6, 6, 8 minutes. What is the mean?", "answer": 6, "dotPlot": { "values": [ 4, 6, 6, 8 ], "unit": "minutes", "label": "Walking times" }, "hint": "Add all values and divide by the number of observations.", "demonstration": [ "Describe the whole distribution", "Pip reports the units, count, center and spread, and considers how an unusual value changes the mean." ], "type": "number", "variantKey": "g6:math:mean", "completionId": "21-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.median.v1", "prompt": "These fictional waiting times are 2, 3, 3, 6, 11 minutes. What is the median?", "answer": 3, "dotPlot": { "values": [ 2, 3, 3, 6, 11 ], "unit": "minutes", "label": "Waiting times" }, "hint": "Order the values and locate the middle observation.", "demonstration": [ "Describe the whole distribution", "Pip reports the units, count, center and spread, and considers how an unusual value changes the mean." ], "type": "number", "variantKey": "g6:math:median", "completionId": "32-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.range.v1", "prompt": "These fictional plant heights are 5, 7, 7, 9, 12 centimeters. What is the range?", "answer": 7, "dotPlot": { "values": [ 5, 7, 7, 9, 12 ], "unit": "centimeters", "label": "Plant heights" }, "hint": "Subtract the smallest value from the largest.", "demonstration": [ "Describe the whole distribution", "Pip reports the units, count, center and spread, and considers how an unusual value changes the mean." ], "type": "number", "variantKey": "g6:math:range", "completionId": "43-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.center-outlier.v1", "prompt": "Most trip times are near 10 minutes, but one is 80. Which center is less affected by that large value?", "answer": "median", "options": [ { "label": "median" }, { "label": "mean" }, { "label": "both change by exactly the same amount" } ], "hint": "Compare the middle position with the sum used for the mean.", "demonstration": [ "Describe the whole distribution", "Pip reports the units, count, center and spread, and considers how an unusual value changes the mean." ], "type": "choice", "variantKey": "g6:math:center-outlier", "completionId": "54-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.center-spread.v1", "prompt": "Which describes spread rather than center?", "answer": "range", "options": [ { "label": "range" }, { "label": "mean" }, { "label": "median" } ], "hint": "Spread describes how values vary, not just a typical value.", "demonstration": [ "Describe the whole distribution", "Pip reports the units, count, center and spread, and considers how an unusual value changes the mean." ], "type": "choice", "variantKey": "g6:math:center-spread", "completionId": "65-100", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.math.histogram.v1", "prompt": "Use fictional times 2, 3, 3, 5, 7, 8, 8, 11 to draw a histogram.", "hint": "Use intervals 0–3, 4–7, and 8–11, label minutes and frequencies, and explain why the touching bars represent intervals rather than individual categories.", "demonstration": [ "Describe the whole distribution", "Pip reports the units, count, center and spread, and considers how an unusual value changes the mean." ], "workspace": "draw", "type": "work", "variantKey": "g6:math:histogram", "completionId": "75-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.math.boxplot.v1", "prompt": "Build a box plot for 1, 2, 3, 4, 6, 7, 8, 9.", "hint": "Use the median of each half for quartiles. Label the five-number summary, explain the interquartile range, and discuss what individual detail the display hides.", "demonstration": [ "Describe the whole distribution", "Pip reports the units, count, center and spread, and considers how an unusual value changes the mean." ], "workspace": "draw", "type": "work", "variantKey": "g6:math:boxplot", "completionId": "85-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.math.deviation.v1", "prompt": "Compare data sets 4, 5, 6 and 1, 5, 9 with the same mean.", "hint": "Draw each value’s distance from five. Explain the difference in variability visually; calculating mean absolute deviation is not the focus.", "demonstration": [ "Describe the whole distribution", "Pip reports the units, count, center and spread, and considers how an unusual value changes the mean." ], "workspace": "draw", "type": "work", "variantKey": "g6:math:deviation", "completionId": "90-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.math.data-report.v1", "prompt": "Measure six adult-selected paper strips and report their length distribution.", "hint": "Record centimeters, the number of observations, a suitable center and spread, and a dot plot. Explain any unusual value and the limits of this small sample.", "demonstration": [ "Describe the whole distribution", "Pip reports the units, count, center and spread, and considers how an unusual value changes the mean." ], "workspace": "write", "type": "work", "variantKey": "g6:math:data-report", "completionId": "95-100", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Model molecules and particle motion", "standard": "MS-PS-1.1,4", "demo": [ "Build an explanation from evidence", "Pip draws two hydrogen atoms and one oxygen atom as a model of a water molecule, then separates molecular identity from particle spacing." ], "prerequisites": [], "id": "g6.science.particles", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.particles-concept.v1", "prompt": "Which idea fits model molecules and particle motion?", "answer": "Adding thermal energy can increase particle motion or change a substance’s state.", "options": [ { "label": "Adding thermal energy can increase particle motion or change a substance’s state." }, { "label": "Particles themselves must become larger in every state change." }, { "label": "Gas has no particles." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip draws two hydrogen atoms and one oxygen atom as a model of a water molecule, then separates molecular identity from particle spacing." ], "type": "choice", "variantKey": "g6:science:particles-concept", "completionId": "0-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.particles-data.v1", "prompt": "Which model represents a gas?", "answer": "C", "options": [ { "label": "C" }, { "label": "A" }, { "label": "B" } ], "story": "In a supplied model, A has particles close together vibrating in place; B has particles close together moving past one another; C has particles far apart moving freely. The particles represent the same pure substance.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip draws two hydrogen atoms and one oxygen atom as a model of a water molecule, then separates molecular identity from particle spacing." ], "type": "choice", "variantKey": "g6:science:particles-data", "completionId": "20-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.particles-model.v1", "prompt": "Draw models of a solid, liquid, and gas, and explain what the drawing cannot show.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip draws two hydrogen atoms and one oxygen atom as a model of a water molecule, then separates molecular identity from particle spacing." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:particles-model", "completionId": "40-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.particles-investigation.v1", "prompt": "Model molecules and particle motion: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip draws two hydrogen atoms and one oxygen atom as a model of a water molecule, then separates molecular identity from particle spacing." ], "steps": [ "An adult selects a sealed, room-temperature ice-and-water container or a safe animation. Observe without heating a closed container.", "Record changes over time and sketch a particle model for each state. The dots are a model, not particles you can directly see.", "Explain which observations support a state change and what particle motion is inferred rather than observed." ], "type": "work", "variantKey": "g6:science:particles-investigation", "completionId": "60-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.particles-explain.v1", "prompt": "Compare a molecule model with a state-of-matter model. Explain the purpose and limits of each.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip draws two hydrogen atoms and one oxygen atom as a model of a water molecule, then separates molecular identity from particle spacing." ], "workspace": "write", "type": "work", "variantKey": "g6:science:particles-explain", "completionId": "80-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use property evidence to evaluate a chemical change", "standard": "MS-PS-1.2", "demo": [ "Build an explanation from evidence", "Pip compares properties before and after an interaction and looks for evidence of new substances instead of treating any color change as proof." ], "prerequisites": [], "id": "g6.science.reaction", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.reaction-concept.v1", "prompt": "Which idea fits use property evidence to evaluate a chemical change?", "answer": "Several property observations can support a chemical-change claim.", "options": [ { "label": "Several property observations can support a chemical-change claim." }, { "label": "Any change in size proves a chemical reaction." }, { "label": "One unexplained observation identifies every substance." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip compares properties before and after an interaction and looks for evidence of new substances instead of treating any color change as proof." ], "type": "choice", "variantKey": "g6:science:reaction-concept", "completionId": "1-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.reaction-data.v1", "prompt": "Which result provides stronger evidence that a new substance formed?", "answer": "the persistent new solid after mixing", "options": [ { "label": "the persistent new solid after mixing" }, { "label": "the cut sample’s new shape" }, { "label": "the container’s label" } ], "story": "A supplied report says two clear solutions formed a persistent solid when mixed. Another sample changed shape when cut. The report records properties but does not identify every substance.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip compares properties before and after an interaction and looks for evidence of new substances instead of treating any color change as proof." ], "type": "choice", "variantKey": "g6:science:reaction-data", "completionId": "21-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.reaction-model.v1", "prompt": "Create a before-and-after evidence chart for melting ice and an adult-selected reaction video.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip compares properties before and after an interaction and looks for evidence of new substances instead of treating any color change as proof." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:reaction-model", "completionId": "41-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.reaction-investigation.v1", "prompt": "Use property evidence to evaluate a chemical change: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip compares properties before and after an interaction and looks for evidence of new substances instead of treating any color change as proof." ], "steps": [ "Use an adult-selected reaction video or published classroom data; do not mix unknown substances or household cleaners.", "Record observable properties before and after the interaction and separate observations from guesses.", "Evaluate whether the evidence supports new substances and identify an additional useful measurement." ], "type": "work", "variantKey": "g6:science:reaction-investigation", "completionId": "61-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.reaction-explain.v1", "prompt": "Explain why a color or temperature change alone may need more evidence before a chemical-reaction claim.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip compares properties before and after an interaction and looks for evidence of new substances instead of treating any color change as proof." ], "workspace": "write", "type": "work", "variantKey": "g6:science:reaction-explain", "completionId": "81-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Model conservation of atoms in a reaction", "standard": "MS-PS-1.5", "demo": [ "Build an explanation from evidence", "Pip rearranges colored paper atoms into new groups while counting each color before and after." ], "prerequisites": [], "id": "g6.science.conservation", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.conservation-concept.v1", "prompt": "Which idea fits model conservation of atoms in a reaction?", "answer": "Atoms are rearranged rather than created or destroyed in the reaction model.", "options": [ { "label": "Atoms are rearranged rather than created or destroyed in the reaction model." }, { "label": "Every new molecule requires new atoms to appear." }, { "label": "Atoms disappear whenever a substance changes." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip rearranges colored paper atoms into new groups while counting each color before and after." ], "type": "choice", "variantKey": "g6:science:conservation-concept", "completionId": "2-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.conservation-data.v1", "prompt": "How many oxygen atoms are in the final model?", "answer": "2", "options": [ { "label": "2" }, { "label": "0" }, { "label": "4" } ], "story": "A paper model begins with four hydrogen atoms and two oxygen atoms. They are rearranged into two groups, each containing two hydrogen atoms and one oxygen atom. No atom cards enter or leave.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip rearranges colored paper atoms into new groups while counting each color before and after." ], "type": "choice", "variantKey": "g6:science:conservation-data", "completionId": "22-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.conservation-model.v1", "prompt": "Use labeled paper atoms to model two different rearrangements and count every atom type.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip rearranges colored paper atoms into new groups while counting each color before and after." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:conservation-model", "completionId": "42-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.conservation-investigation.v1", "prompt": "Model conservation of atoms in a reaction: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip rearranges colored paper atoms into new groups while counting each color before and after." ], "steps": [ "Choose a simple teacher-approved molecule diagram and make paper atom cards for its reactants.", "Rearrange the same cards into the product groups; record counts of each type on both sides.", "Explain conservation and why a model with missing or extra atom cards does not represent the closed system." ], "type": "work", "variantKey": "g6:science:conservation-investigation", "completionId": "62-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.conservation-explain.v1", "prompt": "Explain how conservation of atoms connects to mass, and why an open container can lose measured mass when gas escapes.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip rearranges colored paper atoms into new groups while counting each color before and after." ], "workspace": "write", "type": "work", "variantKey": "g6:science:conservation-explain", "completionId": "82-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Investigate force, mass and changes in motion", "standard": "MS-PS-2.1–2", "demo": [ "Build an explanation from evidence", "Pip compares two trials with the same cart and different pushes, then explains why changing mass at the same time would confuse the comparison." ], "prerequisites": [], "id": "g6.science.forces", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.forces-concept.v1", "prompt": "Which idea fits investigate force, mass and changes in motion?", "answer": "A change in motion depends on net force and mass.", "options": [ { "label": "A change in motion depends on net force and mass." }, { "label": "A moving object always has a net force in its direction." }, { "label": "Objects only exert forces on others without receiving forces." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip compares two trials with the same cart and different pushes, then explains why changing mass at the same time would confuse the comparison." ], "type": "choice", "variantKey": "g6:science:forces-concept", "completionId": "3-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.forces-data.v1", "prompt": "Which trial should produce the greater change in motion?", "answer": "trial B", "options": [ { "label": "trial B" }, { "label": "trial A" }, { "label": "both must have zero change" } ], "story": "In a supplied simulation, the same cart receives a 2-unit net force in trial A and a 4-unit net force in trial B for equal times. Friction and starting motion are held constant.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip compares two trials with the same cart and different pushes, then explains why changing mass at the same time would confuse the comparison." ], "type": "choice", "variantKey": "g6:science:forces-data", "completionId": "23-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.forces-model.v1", "prompt": "Draw a force diagram for a book resting on a table, then for a cart with unbalanced horizontal pushes.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip compares two trials with the same cart and different pushes, then explains why changing mass at the same time would confuse the comparison." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:forces-model", "completionId": "43-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.forces-investigation.v1", "prompt": "Investigate force, mass and changes in motion: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip compares two trials with the same cart and different pushes, then explains why changing mass at the same time would confuse the comparison." ], "steps": [ "Use an adult-approved low-speed cart on a clear tabletop or a simulation; avoid roads, stairs, projectiles, and collisions with people.", "Compare one changed factor while keeping the cart, surface, and measurement method consistent. Record repeated trials.", "Explain the motion evidence, limitations, and how forces on different interacting objects form pairs." ], "type": "work", "variantKey": "g6:science:forces-investigation", "completionId": "63-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.forces-explain.v1", "prompt": "Explain why equal and opposite interaction forces act on different objects and do not necessarily cancel on one object.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip compares two trials with the same cart and different pushes, then explains why changing mass at the same time would confuse the comparison." ], "workspace": "write", "type": "work", "variantKey": "g6:science:forces-explain", "completionId": "83-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Test designs that change thermal energy transfer", "standard": "MS-PS-3.3–4", "demo": [ "Build an explanation from evidence", "Pip wraps one cup and leaves another unwrapped, keeps the water amounts equal, and compares temperature changes over time." ], "prerequisites": [], "id": "g6.science.thermal", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.thermal-concept.v1", "prompt": "Which idea fits test designs that change thermal energy transfer?", "answer": "Insulation can slow energy transfer; it does not create heat.", "options": [ { "label": "Insulation can slow energy transfer; it does not create heat." }, { "label": "Insulation always makes new thermal energy." }, { "label": "Temperature and total thermal energy mean exactly the same thing." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip wraps one cup and leaves another unwrapped, keeps the water amounts equal, and compares temperature changes over time." ], "type": "choice", "variantKey": "g6:science:thermal-concept", "completionId": "4-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.thermal-data.v1", "prompt": "Which cup changed temperature less?", "answer": "the wrapped cup", "options": [ { "label": "the wrapped cup" }, { "label": "the unwrapped cup" }, { "label": "both changed equally" } ], "story": "Two identical cups begin at 35 degrees with equal water amounts. After ten minutes, the wrapped cup is 31 degrees and the unwrapped cup is 27 degrees. Room conditions are the same; these are supplied trial data.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip wraps one cup and leaves another unwrapped, keeps the water amounts equal, and compares temperature changes over time." ], "type": "choice", "variantKey": "g6:science:thermal-data", "completionId": "24-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.thermal-model.v1", "prompt": "Draw an energy-transfer model for a warm cup in a cooler room and explain the system boundary.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip wraps one cup and leaves another unwrapped, keeps the water amounts equal, and compares temperature changes over time." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:thermal-model", "completionId": "44-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.thermal-investigation.v1", "prompt": "Test designs that change thermal energy transfer: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip wraps one cup and leaves another unwrapped, keeps the water amounts equal, and compares temperature changes over time." ], "steps": [ "With an adult, use equal amounts of comfortably warm water, identical cups, safe wraps, and a thermometer. No boiling water or flames.", "Record starting temperatures and equal-time readings in repeated trials, changing only the wrapping.", "Compare temperature changes, discuss uncertainty, and propose a revision with a reason." ], "type": "work", "variantKey": "g6:science:thermal-investigation", "completionId": "64-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.thermal-explain.v1", "prompt": "Explain why comparing two cups with different water amounts would not isolate the effect of insulation.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip wraps one cup and leaves another unwrapped, keeps the water amounts equal, and compares temperature changes over time." ], "workspace": "write", "type": "work", "variantKey": "g6:science:thermal-explain", "completionId": "84-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Interpret wave patterns and material interactions", "standard": "MS-PS-4.1–3", "demo": [ "Build an explanation from evidence", "Pip labels amplitude from the resting line to a crest and wavelength from one crest to the next." ], "prerequisites": [], "id": "g6.science.waves", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.waves-concept.v1", "prompt": "Which idea fits interpret wave patterns and material interactions?", "answer": "Waves can be reflected, absorbed, or transmitted depending on the material and wave.", "options": [ { "label": "Waves can be reflected, absorbed, or transmitted depending on the material and wave." }, { "label": "Every material transmits every wave completely." }, { "label": "Amplitude is the distance between successive crests." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip labels amplitude from the resting line to a crest and wavelength from one crest to the next." ], "type": "choice", "variantKey": "g6:science:waves-concept", "completionId": "5-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.waves-data.v1", "prompt": "Which wave has the greater amplitude?", "answer": "B", "options": [ { "label": "B" }, { "label": "A" }, { "label": "both have equal amplitude" } ], "story": "A supplied diagram describes wave A with amplitude 2 units and wavelength 6 units, and wave B with amplitude 4 units and wavelength 6 units in the same medium. A separate barrier reflects part of a wave.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip labels amplitude from the resting line to a crest and wavelength from one crest to the next." ], "type": "choice", "variantKey": "g6:science:waves-data", "completionId": "25-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.waves-model.v1", "prompt": "Draw two waves that share a wavelength but have different amplitudes, then label a reflection.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip labels amplitude from the resting line to a crest and wavelength from one crest to the next." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:waves-model", "completionId": "45-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.waves-investigation.v1", "prompt": "Interpret wave patterns and material interactions: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip labels amplitude from the resting line to a crest and wavelength from one crest to the next." ], "steps": [ "Use a gently moved rope or a teacher-selected wave simulation in a clear space; keep sound levels comfortable.", "Change one input at a time and record the repeating pattern. Label amplitude, wavelength, and frequency as distinct features.", "Explain what the model shows and one way it differs from sound or light." ], "type": "work", "variantKey": "g6:science:waves-investigation", "completionId": "65-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.waves-explain.v1", "prompt": "Create a short binary code for a message and discuss why agreed rules are needed to interpret digitized signals.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip labels amplitude from the resting line to a crest and wavelength from one crest to the next." ], "workspace": "write", "type": "work", "variantKey": "g6:science:waves-explain", "completionId": "85-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use evidence and models of cells and interacting systems", "standard": "MS-LS-1.1–4", "demo": [ "Build an explanation from evidence", "Pip identifies repeated cell boundaries in a prepared image, then connects cell parts to the function of the whole cell." ], "prerequisites": [], "id": "g6.science.cells", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.cells-concept.v1", "prompt": "Which idea fits use evidence and models of cells and interacting systems?", "answer": "Cells have parts that contribute to the function of the whole.", "options": [ { "label": "Cells have parts that contribute to the function of the whole." }, { "label": "Every living organism consists of exactly one cell." }, { "label": "A cell diagram is a full-size photograph of every cell." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip identifies repeated cell boundaries in a prepared image, then connects cell parts to the function of the whole cell." ], "type": "choice", "variantKey": "g6:science:cells-concept", "completionId": "6-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.cells-data.v1", "prompt": "Which is direct image evidence supporting that the sample has many cells?", "answer": "many bounded units visible in the sample", "options": [ { "label": "many bounded units visible in the sample" }, { "label": "the word nucleus in a caption alone" }, { "label": "the color of the slide holder" } ], "story": "An adult-provided microscope image shows many bounded units in a leaf sample. A diagram labels a membrane, cytoplasm, nucleus, and chloroplasts. The photograph and diagram serve different purposes.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip identifies repeated cell boundaries in a prepared image, then connects cell parts to the function of the whole cell." ], "type": "choice", "variantKey": "g6:science:cells-data", "completionId": "26-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.cells-model.v1", "prompt": "Draw a labeled cell model and explain how two parts contribute to its functioning.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip identifies repeated cell boundaries in a prepared image, then connects cell parts to the function of the whole cell." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:cells-model", "completionId": "46-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.cells-investigation.v1", "prompt": "Use evidence and models of cells and interacting systems: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip identifies repeated cell boundaries in a prepared image, then connects cell parts to the function of the whole cell." ], "steps": [ "An adult selects prepared microscope images or safe prepared slides; do not collect body fluids or culture unknown microbes.", "Compare at least two samples and record visible evidence separately from diagram labels.", "Explain how the evidence supports one-celled or many-celled life and which features require additional information." ], "type": "work", "variantKey": "g6:science:cells-investigation", "completionId": "66-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.cells-explain.v1", "prompt": "Explain how cells, tissues, organs, and systems connect, using an adult-selected organism rather than personal medical information.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip identifies repeated cell boundaries in a prepared image, then connects cell parts to the function of the whole cell." ], "workspace": "write", "type": "work", "variantKey": "g6:science:cells-explain", "completionId": "86-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Model matter and energy in photosynthesis and food use", "standard": "MS-LS-1.5–6", "demo": [ "Build an explanation from evidence", "Pip traces carbon dioxide and water into a plant model, identifies light as energy, and keeps matter separate from energy." ], "prerequisites": [], "id": "g6.science.photosynthesis", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.photosynthesis-concept.v1", "prompt": "Which idea fits model matter and energy in photosynthesis and food use?", "answer": "Matter cycles while energy enters and moves through living systems.", "options": [ { "label": "Matter cycles while energy enters and moves through living systems." }, { "label": "Most plant mass is created from light itself." }, { "label": "Plants obtain all their food molecules from soil." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip traces carbon dioxide and water into a plant model, identifies light as energy, and keeps matter separate from energy." ], "type": "choice", "variantKey": "g6:science:photosynthesis-concept", "completionId": "7-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.photosynthesis-data.v1", "prompt": "Which input supplies energy rather than atoms of matter for food?", "answer": "light", "options": [ { "label": "light" }, { "label": "water" }, { "label": "carbon dioxide" } ], "story": "A model shows a plant using carbon dioxide and water to build food molecules with energy from light. Oxygen is released. Organisms can rearrange food molecules to support growth and release usable energy.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip traces carbon dioxide and water into a plant model, identifies light as energy, and keeps matter separate from energy." ], "type": "choice", "variantKey": "g6:science:photosynthesis-data", "completionId": "27-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.photosynthesis-model.v1", "prompt": "Use separate arrow styles for matter and energy in a plant-and-consumer model.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip traces carbon dioxide and water into a plant model, identifies light as energy, and keeps matter separate from energy." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:photosynthesis-model", "completionId": "47-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.photosynthesis-investigation.v1", "prompt": "Model matter and energy in photosynthesis and food use: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip traces carbon dioxide and water into a plant model, identifies light as energy, and keeps matter separate from energy." ], "steps": [ "With an adult, plan a comparison using healthy plants or a simulation; do not deprive a living plant of care for this activity.", "Identify a question, variables, observations, and how plant welfare will be protected. Use supplied data if a real trial is unsuitable.", "Explain what the evidence can show about growth and why growth alone does not reveal every molecular process." ], "type": "work", "variantKey": "g6:science:photosynthesis-investigation", "completionId": "67-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.photosynthesis-explain.v1", "prompt": "Explain how a food molecule’s matter can become part of an organism while some stored energy is transferred.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip traces carbon dioxide and water into a plant model, identifies light as energy, and keeps matter separate from energy." ], "workspace": "write", "type": "work", "variantKey": "g6:science:photosynthesis-explain", "completionId": "87-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Model matter cycling and energy through food webs", "standard": "MS-LS-2.2–4", "demo": [ "Build an explanation from evidence", "Pip draws arrows showing matter and energy moving from a plant to a consumer and distinguishes decomposers from an energy source." ], "prerequisites": [], "id": "g6.science.ecosystems", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.ecosystems-concept.v1", "prompt": "Which idea fits model matter cycling and energy through food webs?", "answer": "Interacting organisms connect living and nonliving parts of an ecosystem.", "options": [ { "label": "Interacting organisms connect living and nonliving parts of an ecosystem." }, { "label": "A food web shows only one possible feeding path." }, { "label": "Removing one population can never affect others." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip draws arrows showing matter and energy moving from a plant to a consumer and distinguishes decomposers from an energy source." ], "type": "choice", "variantKey": "g6:science:ecosystems-concept", "completionId": "8-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.ecosystems-data.v1", "prompt": "Which statement best describes the model?", "answer": "Matter can cycle, but energy needs continuing input.", "options": [ { "label": "Matter can cycle, but energy needs continuing input." }, { "label": "Energy cycles endlessly without new input." }, { "label": "Decomposers create the sunlight." } ], "story": "In a model meadow, grasses are eaten by insects, insects by birds, and dead material is broken down by decomposers. Sunlight enters the system. Some energy is transferred to the surroundings at each step.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip draws arrows showing matter and energy moving from a plant to a consumer and distinguishes decomposers from an energy source." ], "type": "choice", "variantKey": "g6:science:ecosystems-data", "completionId": "28-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.ecosystems-model.v1", "prompt": "Build a food web with producers, consumers, decomposers, and nonliving matter reservoirs.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip draws arrows showing matter and energy moving from a plant to a consumer and distinguishes decomposers from an energy source." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:ecosystems-model", "completionId": "48-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.ecosystems-investigation.v1", "prompt": "Model matter cycling and energy through food webs: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip draws arrows showing matter and energy moving from a plant to a consumer and distinguishes decomposers from an energy source." ], "steps": [ "Select an adult-approved ecosystem reference or observe a habitat without disturbing organisms.", "Record several interactions and distinguish observed evidence from relationships learned from references.", "Compare your web with another ecosystem and explain one predicted consequence of a change." ], "type": "work", "variantKey": "g6:science:ecosystems-investigation", "completionId": "68-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.ecosystems-explain.v1", "prompt": "Explain why less usable energy is available at later trophic levels without claiming that matter disappears.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip draws arrows showing matter and energy moving from a plant to a consumer and distinguishes decomposers from an energy source." ], "workspace": "write", "type": "work", "variantKey": "g6:science:ecosystems-explain", "completionId": "88-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use resource and population data to make limited predictions", "standard": "MS-LS-2.1,5", "demo": [ "Build an explanation from evidence", "Pip graphs population counts beside resource records and considers other changing conditions before claiming a cause." ], "prerequisites": [], "id": "g6.science.populations", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.populations-concept.v1", "prompt": "Which idea fits use resource and population data to make limited predictions?", "answer": "Changes in resources or other ecosystem components can affect populations.", "options": [ { "label": "Changes in resources or other ecosystem components can affect populations." }, { "label": "Population sizes never depend on resources." }, { "label": "One correlation proves the only cause." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip graphs population counts beside resource records and considers other changing conditions before claiming a cause." ], "type": "choice", "variantKey": "g6:science:populations-concept", "completionId": "9-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.populations-data.v1", "prompt": "Which conclusion is justified?", "answer": "The patterns suggest a relationship but do not isolate a cause.", "options": [ { "label": "The patterns suggest a relationship but do not isolate a cause." }, { "label": "Food cover is proven to be the only cause." }, { "label": "Temperature cannot matter." } ], "story": "Supplied pond records list 40, 35, and 20 snails over three months while measured food cover also falls. Water temperature changes during the same period. The records are observations, not a controlled experiment.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip graphs population counts beside resource records and considers other changing conditions before claiming a cause." ], "type": "choice", "variantKey": "g6:science:populations-data", "completionId": "29-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.populations-model.v1", "prompt": "Graph the supplied counts and add a separate variable that could influence the pattern.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip graphs population counts beside resource records and considers other changing conditions before claiming a cause." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:populations-model", "completionId": "49-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.populations-investigation.v1", "prompt": "Use resource and population data to make limited predictions: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip graphs population counts beside resource records and considers other changing conditions before claiming a cause." ], "steps": [ "Use public ecological records selected by an adult or the supplied fictional data; do not remove food from animals.", "Compare time periods, units, and sampling methods. Identify at least one alternative explanation.", "Make a prediction with a stated limit and propose a fairer follow-up investigation." ], "type": "work", "variantKey": "g6:science:populations-investigation", "completionId": "69-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.populations-explain.v1", "prompt": "Explain why a population prediction should describe uncertainty and the conditions under which it might hold.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip graphs population counts beside resource records and considers other changing conditions before claiming a cause." ], "workspace": "write", "type": "work", "variantKey": "g6:science:populations-explain", "completionId": "89-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Compare solutions for biodiversity and ecosystem services", "standard": "MS-LS-2.6", "demo": [ "Build an explanation from evidence", "Pip compares two habitat plans using criteria for native species, water use, access, cost, and possible unintended effects." ], "prerequisites": [], "id": "g6.science.biodiversity", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.biodiversity-concept.v1", "prompt": "Which idea fits compare solutions for biodiversity and ecosystem services?", "answer": "Solutions should be evaluated with evidence and multiple criteria.", "options": [ { "label": "Solutions should be evaluated with evidence and multiple criteria." }, { "label": "Every introduced species has identical effects." }, { "label": "A design that looks green proves ecosystem recovery." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip compares two habitat plans using criteria for native species, water use, access, cost, and possible unintended effects." ], "type": "choice", "variantKey": "g6:science:biodiversity-concept", "completionId": "10-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.biodiversity-data.v1", "prompt": "What is needed before calling either plan successful?", "answer": "criteria, monitoring data, and attention to tradeoffs", "options": [ { "label": "criteria, monitoring data, and attention to tradeoffs" }, { "label": "a confident slogan only" }, { "label": "the cheapest first purchase only" } ], "story": "Fictional plan A plants one fast-growing species across a site. Plan B protects several existing native habitats and adds a maintained path. Both require care, and no long-term outcome has yet been measured.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip compares two habitat plans using criteria for native species, water use, access, cost, and possible unintended effects." ], "type": "choice", "variantKey": "g6:science:biodiversity-data", "completionId": "30-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.biodiversity-model.v1", "prompt": "Draw two habitat designs and label expected benefits, costs, and uncertainties.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip compares two habitat plans using criteria for native species, water use, access, cost, and possible unintended effects." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:biodiversity-model", "completionId": "50-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.biodiversity-investigation.v1", "prompt": "Compare solutions for biodiversity and ecosystem services: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip compares two habitat plans using criteria for native species, water use, access, cost, and possible unintended effects." ], "steps": [ "With an adult, select a real restoration case from a reliable local or scientific source. Observe only from permitted paths.", "Compare the project’s criteria, baseline conditions, and later monitoring evidence.", "Recommend one revision or unanswered question and explain whose needs it considers." ], "type": "work", "variantKey": "g6:science:biodiversity-investigation", "completionId": "70-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.biodiversity-explain.v1", "prompt": "Explain an ecosystem service and why protecting it may require balancing several community needs.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip compares two habitat plans using criteria for native species, water use, access, cost, and possible unintended effects." ], "workspace": "write", "type": "work", "variantKey": "g6:science:biodiversity-explain", "completionId": "90-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Model inherited information and variation", "standard": "MS-LS-3.1–2", "demo": [ "Build an explanation from evidence", "Pip uses fictional symbol cards to show that sexual reproduction combines information and that changes can have different effects in different contexts." ], "prerequisites": [], "id": "g6.science.heredity", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.heredity-concept.v1", "prompt": "Which idea fits model inherited information and variation?", "answer": "Genetic changes can be beneficial, harmful, or neutral depending on their effects and context.", "options": [ { "label": "Genetic changes can be beneficial, harmful, or neutral depending on their effects and context." }, { "label": "Every mutation is harmful in every environment." }, { "label": "Every difference between individuals is caused only by genes." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip uses fictional symbol cards to show that sexual reproduction combines information and that changes can have different effects in different contexts." ], "type": "choice", "variantKey": "g6:science:heredity-concept", "completionId": "11-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.heredity-data.v1", "prompt": "Which model represents combined information from two parents?", "answer": "the first model", "options": [ { "label": "the first model" }, { "label": "the unchanged one-parent copying model" }, { "label": "neither model can represent information" } ], "story": "A simplified model gives offspring one symbol card from each of two parents. A copying model gives an offspring the same set as one parent, except when a copying change occurs. These models leave out many biological details.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip uses fictional symbol cards to show that sexual reproduction combines information and that changes can have different effects in different contexts." ], "type": "choice", "variantKey": "g6:science:heredity-data", "completionId": "31-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.heredity-model.v1", "prompt": "Create a fictional inheritance model and explain at least two features it oversimplifies.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip uses fictional symbol cards to show that sexual reproduction combines information and that changes can have different effects in different contexts." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:heredity-model", "completionId": "51-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.heredity-investigation.v1", "prompt": "Model inherited information and variation: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip uses fictional symbol cards to show that sexual reproduction combines information and that changes can have different effects in different contexts." ], "steps": [ "Use fictional cards or adult-selected plant data; do not collect family medical history or personal genetic information.", "Compare information patterns in asexual and sexual reproduction models. Record variation without ranking individuals.", "Explain what the models suggest and why real traits may involve many genes and environmental influences." ], "type": "work", "variantKey": "g6:science:heredity-investigation", "completionId": "71-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.heredity-explain.v1", "prompt": "Explain why a change in genetic information does not always cause a visible or harmful change.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip uses fictional symbol cards to show that sexual reproduction combines information and that changes can have different effects in different contexts." ], "workspace": "write", "type": "work", "variantKey": "g6:science:heredity-explain", "completionId": "91-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use fossil and population evidence to explain biological change", "standard": "MS-LS-4.1–4,6", "demo": [ "Build an explanation from evidence", "Pip compares trait frequencies across generations and explains that selection changes populations rather than individuals choosing inherited traits." ], "prerequisites": [], "id": "g6.science.evolution", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.evolution-concept.v1", "prompt": "Which idea fits use fossil and population evidence to explain biological change?", "answer": "Fossils, anatomy, and population patterns provide different evidence about relationships and change.", "options": [ { "label": "Fossils, anatomy, and population patterns provide different evidence about relationships and change." }, { "label": "One fossil alone reveals every ancestor." }, { "label": "An individual evolves a needed inherited trait by wishing for it." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip compares trait frequencies across generations and explains that selection changes populations rather than individuals choosing inherited traits." ], "type": "choice", "variantKey": "g6:science:evolution-concept", "completionId": "12-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.evolution-data.v1", "prompt": "Which explanation fits the supplied model?", "answer": "The trait became more frequent across generations.", "options": [ { "label": "The trait became more frequent across generations." }, { "label": "Every individual chose to change its inherited trait." }, { "label": "The population stopped varying entirely." } ], "story": "In a fictional population model, a heritable camouflage trait occurs in 20 of 100 individuals. After many generations in one environment, it occurs in 65 of 100. The model specifies higher survival and reproduction for that trait there.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip compares trait frequencies across generations and explains that selection changes populations rather than individuals choosing inherited traits." ], "type": "choice", "variantKey": "g6:science:evolution-data", "completionId": "32-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.evolution-model.v1", "prompt": "Draw a population across three generations, separating inherited variation from changes acquired during one life.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip compares trait frequencies across generations and explains that selection changes populations rather than individuals choosing inherited traits." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:evolution-model", "completionId": "52-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.evolution-investigation.v1", "prompt": "Use fossil and population evidence to explain biological change: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip compares trait frequencies across generations and explains that selection changes populations rather than individuals choosing inherited traits." ], "steps": [ "Use a paper simulation or an adult-selected fossil data set; do not harm organisms or collect protected fossils.", "Track trait counts or anatomical patterns and record which conditions the model assumes.", "Explain the evidence for change, its limits, and why the result may differ in another environment." ], "type": "work", "variantKey": "g6:science:evolution-investigation", "completionId": "72-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.evolution-explain.v1", "prompt": "Compare evidence from fossils and modern anatomy, explaining why several lines of evidence are useful.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip compares trait frequencies across generations and explains that selection changes populations rather than individuals choosing inherited traits." ], "workspace": "write", "type": "work", "variantKey": "g6:science:evolution-explain", "completionId": "92-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Model Earth, Sun, Moon and scale in space", "standard": "MS-ESS-1.1–3", "demo": [ "Build an explanation from evidence", "Pip keeps Earth’s axis tilted in the same direction while moving its model around a lamp, distinguishing seasons from the shadow that causes an eclipse." ], "prerequisites": [], "id": "g6.science.sky", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.sky-concept.v1", "prompt": "Which idea fits model earth, sun, moon and scale in space?", "answer": "Models can explain patterns while having limits in size, distance, and motion.", "options": [ { "label": "Models can explain patterns while having limits in size, distance, and motion." }, { "label": "Moon phases are always Earth’s shadow on the Moon." }, { "label": "Every classroom model uses accurate astronomical distances." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip keeps Earth’s axis tilted in the same direction while moving its model around a lamp, distinguishing seasons from the shadow that causes an eclipse." ], "type": "choice", "variantKey": "g6:science:sky-concept", "completionId": "13-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.sky-data.v1", "prompt": "Which feature explains the seasonal pattern in this model?", "answer": "axial tilt together with Earth’s position in its orbit", "options": [ { "label": "axial tilt together with Earth’s position in its orbit" }, { "label": "the Moon covering Earth every summer" }, { "label": "Earth producing extra sunlight" } ], "story": "A model keeps Earth’s axis tilted as it orbits the Sun. At one position the northern hemisphere receives more direct sunlight and longer daylight. The model is not drawn to scale.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip keeps Earth’s axis tilted in the same direction while moving its model around a lamp, distinguishing seasons from the shadow that causes an eclipse." ], "type": "choice", "variantKey": "g6:science:sky-data", "completionId": "33-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.sky-model.v1", "prompt": "Use a diagram to distinguish a lunar phase from a lunar eclipse and identify model limits.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip keeps Earth’s axis tilted in the same direction while moving its model around a lamp, distinguishing seasons from the shadow that causes an eclipse." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:sky-model", "completionId": "53-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.sky-investigation.v1", "prompt": "Model Earth, Sun, Moon and scale in space: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip keeps Earth’s axis tilted in the same direction while moving its model around a lamp, distinguishing seasons from the shadow that causes an eclipse." ], "steps": [ "Use a globe, ball, and cool lamp with adult supervision or a simulation. Never look directly at the Sun or use lenses to view it.", "Record illuminated portions from several positions and keep track of the observer’s viewpoint.", "Explain phases, eclipses, or seasons with the model and name a simplification." ], "type": "work", "variantKey": "g6:science:sky-investigation", "completionId": "73-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.sky-explain.v1", "prompt": "Use adult-selected solar-system data to compare size and distance scales, then explain the role of gravity in orbital motion.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip keeps Earth’s axis tilted in the same direction while moving its model around a lamp, distinguishing seasons from the shadow that causes an eclipse." ], "workspace": "write", "type": "work", "variantKey": "g6:science:sky-explain", "completionId": "93-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use rock records and model the rock cycle", "standard": "MS-ESS-1.4; MS-ESS-2.1–2", "demo": [ "Build an explanation from evidence", "Pip separates a relative sequence of rock layers from an exact age and shows that rocks can follow several paths through the rock cycle." ], "prerequisites": [], "id": "g6.science.geology", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.geology-concept.v1", "prompt": "Which idea fits use rock records and model the rock cycle?", "answer": "Rock records support relative sequences, and different processes operate over different timescales.", "options": [ { "label": "Rock records support relative sequences, and different processes operate over different timescales." }, { "label": "Every rock must follow one fixed cycle in the same order." }, { "label": "A layer’s color alone gives its exact age." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip separates a relative sequence of rock layers from an exact age and shows that rocks can follow several paths through the rock cycle." ], "type": "choice", "variantKey": "g6:science:geology-concept", "completionId": "14-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.geology-data.v1", "prompt": "Which event is youngest in this sequence?", "answer": "the crack cutting all three layers", "options": [ { "label": "the crack cutting all three layers" }, { "label": "formation of layer A" }, { "label": "formation of layer B" } ], "story": "In an undisturbed sequence, layer A lies below B, which lies below C. A crack cuts all three. The supplied diagram does not give numerical dates.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip separates a relative sequence of rock layers from an exact age and shows that rocks can follow several paths through the rock cycle." ], "type": "choice", "variantKey": "g6:science:geology-data", "completionId": "34-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.geology-model.v1", "prompt": "Draw several possible rock-cycle paths and label internal or external energy sources.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip separates a relative sequence of rock layers from an exact age and shows that rocks can follow several paths through the rock cycle." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:geology-model", "completionId": "54-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.geology-investigation.v1", "prompt": "Use rock records and model the rock cycle: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip separates a relative sequence of rock layers from an exact age and shows that rocks can follow several paths through the rock cycle." ], "steps": [ "Use adult-selected rock images and a supplied layer diagram; handle only known safe samples and do not taste or heat rocks.", "Record textures or cross-cutting relationships and build a relative event sequence.", "Explain which conclusions the evidence supports and which need additional dating information." ], "type": "work", "variantKey": "g6:science:geology-investigation", "completionId": "74-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.geology-explain.v1", "prompt": "Compare a slow geoscience process with a rapid one and explain how both can change Earth’s surface.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip separates a relative sequence of rock layers from an exact age and shows that rocks can follow several paths through the rock cycle." ], "workspace": "write", "type": "work", "variantKey": "g6:science:geology-explain", "completionId": "94-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Combine evidence for plate motion", "standard": "MS-ESS-2.3", "demo": [ "Build an explanation from evidence", "Pip combines matching rock patterns with fossil distributions and seafloor evidence instead of relying only on coastline shapes." ], "prerequisites": [], "id": "g6.science.plates", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.plates-concept.v1", "prompt": "Which idea fits combine evidence for plate motion?", "answer": "Present patterns can provide evidence about past plate motion.", "options": [ { "label": "Present patterns can provide evidence about past plate motion." }, { "label": "Continents have always occupied exactly their current positions." }, { "label": "All earthquakes occur randomly with no spatial patterns." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip combines matching rock patterns with fossil distributions and seafloor evidence instead of relying only on coastline shapes." ], "type": "choice", "variantKey": "g6:science:plates-concept", "completionId": "15-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.plates-data.v1", "prompt": "What makes the plate-motion explanation stronger?", "answer": "several independent patterns that fit the explanation", "options": [ { "label": "several independent patterns that fit the explanation" }, { "label": "coastline resemblance without any other evidence" }, { "label": "ignoring seafloor ages" } ], "story": "A supplied map shows similar fossil assemblages and rock sequences on separated continents. Another diagram shows younger seafloor near a ridge and older seafloor farther away.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip combines matching rock patterns with fossil distributions and seafloor evidence instead of relying only on coastline shapes." ], "type": "choice", "variantKey": "g6:science:plates-data", "completionId": "35-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.plates-model.v1", "prompt": "Arrange paper continents using fossil and rock clues, then explain the uncertainty in the reconstruction.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip combines matching rock patterns with fossil distributions and seafloor evidence instead of relying only on coastline shapes." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:plates-model", "completionId": "55-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.plates-investigation.v1", "prompt": "Combine evidence for plate motion: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip combines matching rock patterns with fossil distributions and seafloor evidence instead of relying only on coastline shapes." ], "steps": [ "Use adult-selected maps of fossils, rocks, seafloor ages, or earthquakes from scientific sources.", "Compare at least two mapped patterns and note scale, legend, and time range.", "Explain how the patterns support plate motion and identify what a single map cannot show." ], "type": "work", "variantKey": "g6:science:plates-investigation", "completionId": "75-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.plates-explain.v1", "prompt": "Explain why matching coastlines alone are weaker evidence than a combination of geological patterns.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip combines matching rock patterns with fossil distributions and seafloor evidence instead of relying only on coastline shapes." ], "workspace": "write", "type": "work", "variantKey": "g6:science:plates-explain", "completionId": "95-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Model water cycling through systems", "standard": "MS-ESS-2.4", "demo": [ "Build an explanation from evidence", "Pip draws reservoirs and transfers, labeling solar energy for evaporation and gravity for downhill movement." ], "prerequisites": [], "id": "g6.science.water", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.water-concept.v1", "prompt": "Which idea fits model water cycling through systems?", "answer": "Solar energy and gravity drive transfers among water reservoirs.", "options": [ { "label": "Solar energy and gravity drive transfers among water reservoirs." }, { "label": "Every water molecule follows exactly the same path." }, { "label": "Clouds consist only of invisible water vapor." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip draws reservoirs and transfers, labeling solar energy for evaporation and gravity for downhill movement." ], "type": "choice", "variantKey": "g6:science:water-concept", "completionId": "16-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.water-data.v1", "prompt": "Which force helps water move downhill and into the ground?", "answer": "gravity", "options": [ { "label": "gravity" }, { "label": "the Moon turning water into soil" }, { "label": "a requirement to visit every reservoir in order" } ], "story": "A water-cycle model includes an ocean, air, cloud droplets, a mountain stream, soil, and groundwater. A raindrop can enter several possible routes rather than a single required loop.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip draws reservoirs and transfers, labeling solar energy for evaporation and gravity for downhill movement." ], "type": "choice", "variantKey": "g6:science:water-data", "completionId": "36-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.water-model.v1", "prompt": "Draw two different water pathways including groundwater and label the energy or force involved.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip draws reservoirs and transfers, labeling solar energy for evaporation and gravity for downhill movement." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:water-model", "completionId": "56-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.water-investigation.v1", "prompt": "Model water cycling through systems: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip draws reservoirs and transfers, labeling solar energy for evaporation and gravity for downhill movement." ], "steps": [ "With an adult, observe a sealed water-cycle bag in indirect warmth or use a simulation. Do not drink model water or use hot sealed containers.", "Record droplets, liquid positions, and conditions over time, separating visible droplets from invisible vapor.", "Explain which transfers the small model represents and which real reservoirs or processes it omits." ], "type": "work", "variantKey": "g6:science:water-investigation", "completionId": "76-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.water-explain.v1", "prompt": "Explain how water can remain in a reservoir for different lengths of time and why a simple circle is incomplete.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip draws reservoirs and transfers, labeling solar energy for evaporation and gravity for downhill movement." ], "workspace": "write", "type": "work", "variantKey": "g6:science:water-explain", "completionId": "96-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Interpret air-mass data and circulation models", "standard": "MS-ESS-2.5–6", "demo": [ "Build an explanation from evidence", "Pip compares pressure, temperature, and wind records over time instead of predicting weather from one cloud." ], "prerequisites": [], "id": "g6.science.weather", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.weather-concept.v1", "prompt": "Which idea fits interpret air-mass data and circulation models?", "answer": "Unequal heating and Earth’s rotation contribute to circulation, while interacting air masses affect weather.", "options": [ { "label": "Unequal heating and Earth’s rotation contribute to circulation, while interacting air masses affect weather." }, { "label": "Weather and climate refer to identical timescales." }, { "label": "Air never moves between regions." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip compares pressure, temperature, and wind records over time instead of predicting weather from one cloud." ], "type": "choice", "variantKey": "g6:science:weather-concept", "completionId": "17-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.weather-data.v1", "prompt": "Which approach best supports an explanation of the change?", "answer": "combine time-series observations with the regional map", "options": [ { "label": "combine time-series observations with the regional map" }, { "label": "use one measurement with no time or place" }, { "label": "assume tomorrow must repeat today exactly" } ], "story": "A supplied station record shows falling pressure, changing wind direction, and cooler air arriving over several hours. A regional map places a front nearby. These are practice observations, not a live forecast.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip compares pressure, temperature, and wind records over time instead of predicting weather from one cloud." ], "type": "choice", "variantKey": "g6:science:weather-data", "completionId": "37-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.weather-model.v1", "prompt": "Draw a circulation model showing unequal heating and explain a limitation of a two-dimensional picture.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip compares pressure, temperature, and wind records over time instead of predicting weather from one cloud." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:weather-model", "completionId": "57-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.weather-investigation.v1", "prompt": "Interpret air-mass data and circulation models: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip compares pressure, temperature, and wind records over time instead of predicting weather from one cloud." ], "steps": [ "Use public weather records with an adult or take safe observations from indoors; never approach storms for this task.", "Compare temperature, pressure, wind, and precipitation for the same place and time range.", "Explain a pattern, propose a question, and distinguish a weather event from a longer climate pattern." ], "type": "work", "variantKey": "g6:science:weather-investigation", "completionId": "77-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.weather-explain.v1", "prompt": "Explain how a regional climate pattern differs from a single day’s weather and how circulation can influence both.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip compares pressure, temperature, and wind records over time instead of predicting weather from one cloud." ], "workspace": "write", "type": "work", "variantKey": "g6:science:weather-explain", "completionId": "97-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Evaluate resource distribution, hazards and human impacts", "standard": "MS-ESS-3.1–4", "demo": [ "Build an explanation from evidence", "Pip overlays resource and hazard maps, then compares design choices using evidence, costs, and affected communities." ], "prerequisites": [], "id": "g6.science.resources", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.resources-concept.v1", "prompt": "Which idea fits evaluate resource distribution, hazards and human impacts?", "answer": "Geological processes affect resources, and evidence can guide monitoring and hazard reduction.", "options": [ { "label": "Geological processes affect resources, and evidence can guide monitoring and hazard reduction." }, { "label": "Resources are distributed evenly everywhere." }, { "label": "A hazard map predicts the exact date of every event." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip overlays resource and hazard maps, then compares design choices using evidence, costs, and affected communities." ], "type": "choice", "variantKey": "g6:science:resources-concept", "completionId": "18-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.resources-data.v1", "prompt": "What should be considered when evaluating the proposal?", "answer": "evidence, monitoring, tradeoffs, and who is affected", "options": [ { "label": "evidence, monitoring, tradeoffs, and who is affected" }, { "label": "only whether the drawing is attractive" }, { "label": "a promise that all risk disappears" } ], "story": "A fictional town has groundwater in a permeable layer and houses near a mapped floodplain. A proposal adds monitoring wells and preserves an overflow area. No design eliminates all risk.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip overlays resource and hazard maps, then compares design choices using evidence, costs, and affected communities." ], "type": "choice", "variantKey": "g6:science:resources-data", "completionId": "38-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.resources-model.v1", "prompt": "Draw a fictional resource-and-hazard map and compare two possible community responses.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip overlays resource and hazard maps, then compares design choices using evidence, costs, and affected communities." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:resources-model", "completionId": "58-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.resources-investigation.v1", "prompt": "Evaluate resource distribution, hazards and human impacts: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip overlays resource and hazard maps, then compares design choices using evidence, costs, and affected communities." ], "steps": [ "Choose adult-selected scientific resource or hazard maps; use desk research rather than entering unsafe sites.", "Record the map dates, scale, evidence, and limitations. Identify who benefits or bears costs under two proposed actions.", "Recommend a monitoring method and explain how new evidence could change the recommendation." ], "type": "work", "variantKey": "g6:science:resources-investigation", "completionId": "78-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.resources-explain.v1", "prompt": "Explain how population and per-person resource use can both affect a community’s environmental impact.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip overlays resource and hazard maps, then compares design choices using evidence, costs, and affected communities." ], "workspace": "write", "type": "work", "variantKey": "g6:science:resources-explain", "completionId": "98-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Ask evidence-based questions about climate variability", "standard": "MS-ESS-3.5", "demo": [ "Build an explanation from evidence", "Pip compares a long record with a short fluctuation and asks which factors and measurements could explain the pattern." ], "prerequisites": [], "id": "g6.science.climate", "grade": 6, "subject": "g6-science", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/09/Idaho-K-12-State-Standards-for-Science.pdf", "standardVersion": "Idaho Science middle school · January 3, 2022", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.science.climate-concept.v1", "prompt": "Which idea fits ask evidence-based questions about climate variability?", "answer": "Climate explanations use evidence over appropriate timescales and examine multiple influences.", "options": [ { "label": "Climate explanations use evidence over appropriate timescales and examine multiple influences." }, { "label": "A single cold day describes the whole climate trend." }, { "label": "All past and present climate changes must have exactly one identical cause." } ], "hint": "Choose an explanation that matches evidence and avoids an unsupported absolute claim.", "demonstration": [ "Build an explanation from evidence", "Pip compares a long record with a short fluctuation and asks which factors and measurements could explain the pattern." ], "type": "choice", "variantKey": "g6:science:climate-concept", "completionId": "19-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.climate-data.v1", "prompt": "Which question best investigates the long-term pattern?", "answer": "How do multiple long-term records and proposed influences compare?", "options": [ { "label": "How do multiple long-term records and proposed influences compare?" }, { "label": "Was one afternoon cold?" }, { "label": "Can one unusual day disprove a thirty-year average?" } ], "story": "A supplied graph description has year-to-year ups and downs within a rising thirty-year temperature average. A second source discusses changes in greenhouse gases and other climate influences. The two timescales answer different questions.", "hint": "Use the supplied observations and keep their limits in view.", "demonstration": [ "Build an explanation from evidence", "Pip compares a long record with a short fluctuation and asks which factors and measurements could explain the pattern." ], "type": "choice", "variantKey": "g6:science:climate-data", "completionId": "39-101", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.science.climate-model.v1", "prompt": "Sketch short-term variation around a long-term trend and label what each feature represents.", "hint": "Label the parts and relationships, use evidence, and explain one important limit of the model.", "demonstration": [ "Build an explanation from evidence", "Pip compares a long record with a short fluctuation and asks which factors and measurements could explain the pattern." ], "workspace": "draw", "type": "work", "variantKey": "g6:science:climate-model", "completionId": "59-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.climate-investigation.v1", "prompt": "Ask evidence-based questions about climate variability: investigate with an adult.", "hint": "Take your time. Save observations on paper, compare evidence with predictions, and discuss what remains uncertain.", "demonstration": [ "Build an explanation from evidence", "Pip compares a long record with a short fluctuation and asks which factors and measurements could explain the pattern." ], "steps": [ "Use climate records and explanations from scientific agencies selected with an adult, with dates and units visible.", "Compare time ranges, locations, averaging methods, and proposed influences; do not treat one local series as the whole planet.", "Form a question that additional evidence could answer and explain the limits of your comparison." ], "type": "work", "variantKey": "g6:science:climate-investigation", "completionId": "79-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.science.climate-explain.v1", "prompt": "Explain how a question about historical climate evidence differs from a prediction about tomorrow’s weather.", "hint": "Support your explanation with at least two relevant details from adult-selected scientific references or your recorded investigation. Separate a claim from its evidence.", "demonstration": [ "Build an explanation from evidence", "Pip compares a long record with a short fluctuation and asks which factors and measurements could explain the pattern." ], "workspace": "write", "type": "work", "variantKey": "g6:science:climate-explain", "completionId": "99-101", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use coordinates, relative location and geographic tools", "standard": "6-9.WG.2.1–3,7–8", "demo": [ "Location needs a reference", "Pip reads latitude north or south of the equator and longitude east or west of the prime meridian." ], "prerequisites": [], "id": "g6.social-studies.location", "grade": 6, "subject": "g6-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies 6–9 · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.social-studies.location-0.v1", "prompt": "Which coordinate is north of the equator and west of the prime meridian?", "answer": "30° N, 60° W", "options": [ { "label": "30° N, 60° W" }, { "label": "30° S, 60° W" }, { "label": "30° N, 60° E" } ], "hint": "Check the coordinate order, directional reference, scale, and purpose of the tool.", "demonstration": [ "Location needs a reference", "Pip reads latitude north or south of the equator and longitude east or west of the prime meridian." ], "type": "choice", "variantKey": "g6:social-studies:location-0", "completionId": "0-102", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.social-studies.location-1.v1", "prompt": "What does latitude measure?", "answer": "angular position north or south of the equator", "options": [ { "label": "angular position north or south of the equator" }, { "label": "distance east or west of a city" }, { "label": "elevation above sea level" } ], "hint": "Check the coordinate order, directional reference, scale, and purpose of the tool.", "demonstration": [ "Location needs a reference", "Pip reads latitude north or south of the equator and longitude east or west of the prime meridian." ], "type": "choice", "variantKey": "g6:social-studies:location-1", "completionId": "10-102", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.social-studies.location-2.v1", "prompt": "What does longitude measure?", "answer": "angular position east or west of the prime meridian", "options": [ { "label": "angular position east or west of the prime meridian" }, { "label": "distance north of a school" }, { "label": "height of mountains" } ], "hint": "Check the coordinate order, directional reference, scale, and purpose of the tool.", "demonstration": [ "Location needs a reference", "Pip reads latitude north or south of the equator and longitude east or west of the prime meridian." ], "type": "choice", "variantKey": "g6:social-studies:location-2", "completionId": "20-102", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.social-studies.location-3.v1", "prompt": "A place is at 0° latitude. Where is it?", "answer": "on the equator", "options": [ { "label": "on the equator" }, { "label": "at the North Pole" }, { "label": "always on the prime meridian" } ], "hint": "Check the coordinate order, directional reference, scale, and purpose of the tool.", "demonstration": [ "Location needs a reference", "Pip reads latitude north or south of the equator and longitude east or west of the prime meridian." ], "type": "choice", "variantKey": "g6:social-studies:location-3", "completionId": "30-102", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.social-studies.location-4.v1", "prompt": "A map’s north arrow points upward. A lake is to the right of a town. Which direction is the lake?", "answer": "east", "options": [ { "label": "east" }, { "label": "west" }, { "label": "south" } ], "hint": "Check the coordinate order, directional reference, scale, and purpose of the tool.", "demonstration": [ "Location needs a reference", "Pip reads latitude north or south of the equator and longitude east or west of the prime meridian." ], "type": "choice", "variantKey": "g6:social-studies:location-4", "completionId": "40-102", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.social-studies.location-5.v1", "prompt": "A map uses 1 cm for 20 km. Two places are 3 cm apart on this map. What is the mapped distance?", "answer": "60 km", "options": [ { "label": "60 km" }, { "label": "23 km" }, { "label": "6 km" } ], "hint": "Check the coordinate order, directional reference, scale, and purpose of the tool.", "demonstration": [ "Location needs a reference", "Pip reads latitude north or south of the equator and longitude east or west of the prime meridian." ], "type": "choice", "variantKey": "g6:social-studies:location-5", "completionId": "50-102", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.social-studies.location-6.v1", "prompt": "Which tool is designed to combine geographic data in layers?", "answer": "GIS", "options": [ { "label": "GIS" }, { "label": "a calendar alone" }, { "label": "an unlabeled photograph" } ], "hint": "Check the coordinate order, directional reference, scale, and purpose of the tool.", "demonstration": [ "Location needs a reference", "Pip reads latitude north or south of the equator and longitude east or west of the prime meridian." ], "type": "choice", "variantKey": "g6:social-studies:location-6", "completionId": "60-102", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.social-studies.location-7.v1", "prompt": "Which describes a relative location?", "answer": "The library is two blocks east of the station.", "options": [ { "label": "The library is two blocks east of the station." }, { "label": "The latitude is 40° N." }, { "label": "The longitude is 110° W." } ], "hint": "Check the coordinate order, directional reference, scale, and purpose of the tool.", "demonstration": [ "Location needs a reference", "Pip reads latitude north or south of the equator and longitude east or west of the prime meridian." ], "type": "choice", "variantKey": "g6:social-studies:location-7", "completionId": "70-102", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.social-studies.location-8.v1", "prompt": "Why should a satellite image include a date?", "answer": "Land cover and conditions can change over time.", "options": [ { "label": "Land cover and conditions can change over time." }, { "label": "Every image shows the same season forever." }, { "label": "The date replaces the need for a scale." } ], "hint": "Check the coordinate order, directional reference, scale, and purpose of the tool.", "demonstration": [ "Location needs a reference", "Pip reads latitude north or south of the equator and longitude east or west of the prime meridian." ], "type": "choice", "variantKey": "g6:social-studies:location-8", "completionId": "80-102", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.social-studies.location-9.v1", "prompt": "Which practice helps locate a country accurately?", "answer": "Use a current labeled atlas and check nearby features.", "options": [ { "label": "Use a current labeled atlas and check nearby features." }, { "label": "Guess from the shape of one flag." }, { "label": "Assume every large country is in the same hemisphere." } ], "hint": "Check the coordinate order, directional reference, scale, and purpose of the tool.", "demonstration": [ "Location needs a reference", "Pip reads latitude north or south of the equator and longitude east or west of the prime meridian." ], "type": "choice", "variantKey": "g6:social-studies:location-9", "completionId": "90-102", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" } ] }, { "name": "Read projections, scale, legends and mapped data", "standard": "6-9.WG.6.2–3", "demo": [ "Ask what the map is built to show", "Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe." ], "prerequisites": [], "id": "g6.social-studies.maps", "grade": 6, "subject": "g6-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies 6–9 · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.social-studies.map-0.v1", "prompt": "Map lab: compare the area of Greenland and Africa using a globe and two projections.", "hint": "Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.", "demonstration": [ "Ask what the map is built to show", "Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:map-0", "completionId": "1-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.map-1.v1", "prompt": "Map lab: interpret a map whose colors show population density rather than total population.", "hint": "Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.", "demonstration": [ "Ask what the map is built to show", "Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:map-1", "completionId": "11-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.map-2.v1", "prompt": "Map lab: compare a physical map and a political map of the same region.", "hint": "Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.", "demonstration": [ "Ask what the map is built to show", "Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:map-2", "completionId": "21-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.map-3.v1", "prompt": "Map lab: estimate a route distance using a scale and explain why a road route differs from a straight line.", "hint": "Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.", "demonstration": [ "Ask what the map is built to show", "Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:map-3", "completionId": "31-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.map-4.v1", "prompt": "Map lab: read a climate map and identify its averaging period.", "hint": "Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.", "demonstration": [ "Ask what the map is built to show", "Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:map-4", "completionId": "41-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.map-5.v1", "prompt": "Map lab: compare two dated maps showing urban growth.", "hint": "Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.", "demonstration": [ "Ask what the map is built to show", "Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:map-5", "completionId": "51-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.map-6.v1", "prompt": "Map lab: overlay a river map and settlement locations without claiming the river is the only cause.", "hint": "Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.", "demonstration": [ "Ask what the map is built to show", "Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:map-6", "completionId": "61-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.map-7.v1", "prompt": "Map lab: locate five countries and major cities in an adult-selected region.", "hint": "Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.", "demonstration": [ "Ask what the map is built to show", "Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:map-7", "completionId": "71-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.map-8.v1", "prompt": "Map lab: compare a satellite image with a map legend for the same place.", "hint": "Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.", "demonstration": [ "Ask what the map is built to show", "Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:map-8", "completionId": "81-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.map-9.v1", "prompt": "Map lab: design a map for a visitor with a clear purpose, legend, scale, and orientation.", "hint": "Use adult-selected geographic sources. State the date, units, projection or view, and one limitation. Label evidence separately from inference.", "demonstration": [ "Ask what the map is built to show", "Pip checks a legend, date, and projection before comparing regions, because a flat map cannot preserve every property of a globe." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:map-9", "completionId": "91-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Compare evidence about early and later civilizations", "standard": "6-9.WH.1.1–8", "demo": [ "Specific time, place, and evidence", "Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation." ], "prerequisites": [], "id": "g6.social-studies.civilizations", "grade": 6, "subject": "g6-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies 6–9 · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.social-studies.civilization-0.v1", "prompt": "History inquiry: compare artifacts and later written accounts about an early settlement.", "hint": "An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.", "demonstration": [ "Specific time, place, and evidence", "Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation." ], "steps": [ "Frame a specific question and identify the source creators, dates, and purposes.", "Compare evidence about technology, government, beliefs, geography, or social organization. Mark gaps and disagreements.", "Present a limited conclusion with source credits and a question for further inquiry." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:civilization-0", "completionId": "2-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.civilization-1.v1", "prompt": "History inquiry: investigate evidence about hunter-gatherer communities without assuming all lived alike.", "hint": "An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.", "demonstration": [ "Specific time, place, and evidence", "Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation." ], "steps": [ "Frame a specific question and identify the source creators, dates, and purposes.", "Compare evidence about technology, government, beliefs, geography, or social organization. Mark gaps and disagreements.", "Present a limited conclusion with source credits and a question for further inquiry." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:civilization-1", "completionId": "12-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.civilization-2.v1", "prompt": "History inquiry: compare evidence for farming and continued gathering in a selected region.", "hint": "An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.", "demonstration": [ "Specific time, place, and evidence", "Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation." ], "steps": [ "Frame a specific question and identify the source creators, dates, and purposes.", "Compare evidence about technology, government, beliefs, geography, or social organization. Mark gaps and disagreements.", "Present a limited conclusion with source credits and a question for further inquiry." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:civilization-2", "completionId": "22-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.civilization-3.v1", "prompt": "History inquiry: study a river-valley settlement’s water management and social organization.", "hint": "An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.", "demonstration": [ "Specific time, place, and evidence", "Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation." ], "steps": [ "Frame a specific question and identify the source creators, dates, and purposes.", "Compare evidence about technology, government, beliefs, geography, or social organization. Mark gaps and disagreements.", "Present a limited conclusion with source credits and a question for further inquiry." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:civilization-3", "completionId": "32-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.civilization-4.v1", "prompt": "History inquiry: compare two early writing systems and their uses.", "hint": "An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.", "demonstration": [ "Specific time, place, and evidence", "Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation." ], "steps": [ "Frame a specific question and identify the source creators, dates, and purposes.", "Compare evidence about technology, government, beliefs, geography, or social organization. Mark gaps and disagreements.", "Present a limited conclusion with source credits and a question for further inquiry." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:civilization-4", "completionId": "42-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.civilization-5.v1", "prompt": "History inquiry: investigate construction knowledge in an adult-selected ancient structure.", "hint": "An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.", "demonstration": [ "Specific time, place, and evidence", "Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation." ], "steps": [ "Frame a specific question and identify the source creators, dates, and purposes.", "Compare evidence about technology, government, beliefs, geography, or social organization. Mark gaps and disagreements.", "Present a limited conclusion with source credits and a question for further inquiry." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:civilization-5", "completionId": "52-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.civilization-6.v1", "prompt": "History inquiry: compare trade evidence from two historical cities.", "hint": "An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.", "demonstration": [ "Specific time, place, and evidence", "Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation." ], "steps": [ "Frame a specific question and identify the source creators, dates, and purposes.", "Compare evidence about technology, government, beliefs, geography, or social organization. Mark gaps and disagreements.", "Present a limited conclusion with source credits and a question for further inquiry." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:civilization-6", "completionId": "62-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.civilization-7.v1", "prompt": "History inquiry: study one technology from a medieval society in its own context.", "hint": "An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.", "demonstration": [ "Specific time, place, and evidence", "Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation." ], "steps": [ "Frame a specific question and identify the source creators, dates, and purposes.", "Compare evidence about technology, government, beliefs, geography, or social organization. Mark gaps and disagreements.", "Present a limited conclusion with source credits and a question for further inquiry." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:civilization-7", "completionId": "72-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.civilization-8.v1", "prompt": "History inquiry: compare social roles using sources from one specific time and place.", "hint": "An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.", "demonstration": [ "Specific time, place, and evidence", "Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation." ], "steps": [ "Frame a specific question and identify the source creators, dates, and purposes.", "Compare evidence about technology, government, beliefs, geography, or social organization. Mark gaps and disagreements.", "Present a limited conclusion with source credits and a question for further inquiry." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:civilization-8", "completionId": "82-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.civilization-9.v1", "prompt": "History inquiry: trace how a scientific or mathematical idea traveled between communities.", "hint": "An adult selects reliable museum, scholarly, or community-authored sources. Record the time and place, compare at least two pieces of evidence, and avoid ranking cultures as more or less human or valuable.", "demonstration": [ "Specific time, place, and evidence", "Pip compares two dated sources about a settlement and separates an artifact observation from an interpretation." ], "steps": [ "Frame a specific question and identify the source creators, dates, and purposes.", "Compare evidence about technology, government, beliefs, geography, or social organization. Mark gaps and disagreements.", "Present a limited conclusion with source credits and a question for further inquiry." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:civilization-9", "completionId": "92-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Explain migration, settlement and environmental relationships", "standard": "6-9.WG.2.4–5,9,14; 6-9.WH.2.2–6", "demo": [ "Several factors can interact", "Pip connects a river route with settlement evidence while considering trade, government, and community choices too." ], "prerequisites": [], "id": "g6.social-studies.migration", "grade": 6, "subject": "g6-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies 6–9 · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.social-studies.migration-0.v1", "prompt": "Investigate how a river route supported one historical settlement.", "hint": "Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.", "demonstration": [ "Several factors can interact", "Pip connects a river route with settlement evidence while considering trade, government, and community choices too." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:migration-0", "completionId": "3-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.migration-1.v1", "prompt": "Investigate how a mountain passage influenced movement and trade.", "hint": "Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.", "demonstration": [ "Several factors can interact", "Pip connects a river route with settlement evidence while considering trade, government, and community choices too." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:migration-1", "completionId": "13-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.migration-2.v1", "prompt": "Investigate how changing rainfall affected an adult-selected farming region.", "hint": "Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.", "demonstration": [ "Several factors can interact", "Pip connects a river route with settlement evidence while considering trade, government, and community choices too." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:migration-2", "completionId": "23-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.migration-3.v1", "prompt": "Investigate how trade routes helped a city grow.", "hint": "Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.", "demonstration": [ "Several factors can interact", "Pip connects a river route with settlement evidence while considering trade, government, and community choices too." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:migration-3", "completionId": "33-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.migration-4.v1", "prompt": "Investigate how government restrictions affected a documented migration.", "hint": "Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.", "demonstration": [ "Several factors can interact", "Pip connects a river route with settlement evidence while considering trade, government, and community choices too." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:migration-4", "completionId": "43-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.migration-5.v1", "prompt": "Investigate how economic opportunity influenced movement between two places.", "hint": "Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.", "demonstration": [ "Several factors can interact", "Pip connects a river route with settlement evidence while considering trade, government, and community choices too." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:migration-5", "completionId": "53-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.migration-6.v1", "prompt": "Investigate how displacement differs from a freely chosen move.", "hint": "Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.", "demonstration": [ "Several factors can interact", "Pip connects a river route with settlement evidence while considering trade, government, and community choices too." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:migration-6", "completionId": "63-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.migration-7.v1", "prompt": "Investigate how coastal access shaped settlement without determining every decision.", "hint": "Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.", "demonstration": [ "Several factors can interact", "Pip connects a river route with settlement evidence while considering trade, government, and community choices too." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:migration-7", "completionId": "73-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.migration-8.v1", "prompt": "Investigate how a growing city adapted housing and transport.", "hint": "Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.", "demonstration": [ "Several factors can interact", "Pip connects a river route with settlement evidence while considering trade, government, and community choices too." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:migration-8", "completionId": "83-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.migration-9.v1", "prompt": "Investigate how community networks helped newcomers maintain and change traditions.", "hint": "Use non-graphic, adult-selected accounts and maps. Distinguish push and pull factors, chosen and forced movement, and multiple experiences. Do not ask anyone to disclose a personal migration history.", "demonstration": [ "Several factors can interact", "Pip connects a river route with settlement evidence while considering trade, government, and community choices too." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:migration-9", "completionId": "93-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Study belief systems and cultural expression respectfully", "standard": "6-9.WG.1.4; 6-9.WH.1.9–12", "demo": [ "Describe without ranking or generalizing", "Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life." ], "prerequisites": [], "id": "g6.social-studies.beliefs", "grade": 6, "subject": "g6-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies 6–9 · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.social-studies.tradition-0.v1", "prompt": "Learn about Judaism through approved public sources.", "hint": "With an adult, investigate historical origins, selected ideas, and cultural expression. Use community-authored sources where available, identify internal diversity and contemporary communities, and distinguish description from belief or endorsement. No devotional imitation is required.", "demonstration": [ "Describe without ranking or generalizing", "Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:tradition-0", "completionId": "4-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.tradition-1.v1", "prompt": "Learn about Christianity through approved public sources.", "hint": "With an adult, investigate historical origins, selected ideas, and cultural expression. Use community-authored sources where available, identify internal diversity and contemporary communities, and distinguish description from belief or endorsement. No devotional imitation is required.", "demonstration": [ "Describe without ranking or generalizing", "Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:tradition-1", "completionId": "14-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.tradition-2.v1", "prompt": "Learn about Islam through approved public sources.", "hint": "With an adult, investigate historical origins, selected ideas, and cultural expression. Use community-authored sources where available, identify internal diversity and contemporary communities, and distinguish description from belief or endorsement. No devotional imitation is required.", "demonstration": [ "Describe without ranking or generalizing", "Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:tradition-2", "completionId": "24-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.tradition-3.v1", "prompt": "Learn about Sikhism through approved public sources.", "hint": "With an adult, investigate historical origins, selected ideas, and cultural expression. Use community-authored sources where available, identify internal diversity and contemporary communities, and distinguish description from belief or endorsement. No devotional imitation is required.", "demonstration": [ "Describe without ranking or generalizing", "Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:tradition-3", "completionId": "34-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.tradition-4.v1", "prompt": "Learn about Hinduism through approved public sources.", "hint": "With an adult, investigate historical origins, selected ideas, and cultural expression. Use community-authored sources where available, identify internal diversity and contemporary communities, and distinguish description from belief or endorsement. No devotional imitation is required.", "demonstration": [ "Describe without ranking or generalizing", "Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:tradition-4", "completionId": "44-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.tradition-5.v1", "prompt": "Learn about Buddhism through approved public sources.", "hint": "With an adult, investigate historical origins, selected ideas, and cultural expression. Use community-authored sources where available, identify internal diversity and contemporary communities, and distinguish description from belief or endorsement. No devotional imitation is required.", "demonstration": [ "Describe without ranking or generalizing", "Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:tradition-5", "completionId": "54-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.tradition-6.v1", "prompt": "Learn about Confucianism through approved public sources.", "hint": "With an adult, investigate historical origins, selected ideas, and cultural expression. Use community-authored sources where available, identify internal diversity and contemporary communities, and distinguish description from belief or endorsement. No devotional imitation is required.", "demonstration": [ "Describe without ranking or generalizing", "Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:tradition-6", "completionId": "64-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.tradition-7.v1", "prompt": "Learn about one specifically named Indigenous community’s publicly shared knowledge tradition through approved public sources.", "hint": "With an adult, investigate historical origins, selected ideas, and cultural expression. Use community-authored sources where available, identify internal diversity and contemporary communities, and distinguish description from belief or endorsement. No devotional imitation is required.", "demonstration": [ "Describe without ranking or generalizing", "Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:tradition-7", "completionId": "74-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.belief-compare.v1", "prompt": "Compare how two sources describe a belief tradition at a specific time.", "hint": "Consider the authors’ purposes and positions. Use respectful language, avoid speaking for every follower, and distinguish documented similarities from stereotypes.", "demonstration": [ "Describe without ranking or generalizing", "Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:belief-compare", "completionId": "84-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.belief-context.v1", "prompt": "Explain how a public artwork or building relates to a community’s beliefs and historical context.", "hint": "Use an adult-selected public example and sources from its community. Do not reproduce restricted or sacred practices; explain the limits of an outsider’s interpretation.", "demonstration": [ "Describe without ranking or generalizing", "Pip identifies the time, community, and source of an account, recognizing diversity within a tradition and its contemporary life." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:belief-context", "completionId": "94-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Compare resources, trade and economic choices", "standard": "6-9.WG.3.1–7; 6-9.WH.3.1–4", "demo": [ "Resources, choices, and consequences", "Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing." ], "prerequisites": [], "id": "g6.social-studies.economy", "grade": 6, "subject": "g6-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies 6–9 · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": false, "activities": [ { "activityId": "g6.social-studies.economy-check-0.v1", "prompt": "A town has limited water and several possible uses. What concept describes this constraint?", "answer": "scarcity", "options": [ { "label": "scarcity" }, { "label": "unlimited supply" }, { "label": "a map projection" } ], "hint": "Identify the decision, the alternatives, and whose costs or benefits are included.", "demonstration": [ "Resources, choices, and consequences", "Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing." ], "type": "choice", "variantKey": "g6:social-studies:economy-check-0", "completionId": "5-102", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.social-studies.economy-check-1.v1", "prompt": "A community specializes in one product and trades for others. What does this illustrate?", "answer": "economic interdependence", "options": [ { "label": "economic interdependence" }, { "label": "complete self-sufficiency" }, { "label": "no use of resources" } ], "hint": "Identify the decision, the alternatives, and whose costs or benefits are included.", "demonstration": [ "Resources, choices, and consequences", "Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing." ], "type": "choice", "variantKey": "g6:social-studies:economy-check-1", "completionId": "15-102", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.social-studies.economy-check-2.v1", "prompt": "Why compare more than average income when discussing quality of life?", "answer": "Access, distribution, health, and other conditions can differ.", "options": [ { "label": "Access, distribution, health, and other conditions can differ." }, { "label": "One average describes every person completely." }, { "label": "All measures have identical meanings." } ], "hint": "Identify the decision, the alternatives, and whose costs or benefits are included.", "demonstration": [ "Resources, choices, and consequences", "Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing." ], "type": "choice", "variantKey": "g6:social-studies:economy-check-2", "completionId": "25-102", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.social-studies.economy-check-3.v1", "prompt": "Which information best helps compare two product supply chains?", "answer": "where materials, labor, transport, costs, and benefits occur", "options": [ { "label": "where materials, labor, transport, costs, and benefits occur" }, { "label": "only the color of the package" }, { "label": "only one advertisement" } ], "hint": "Identify the decision, the alternatives, and whose costs or benefits are included.", "demonstration": [ "Resources, choices, and consequences", "Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing." ], "type": "choice", "variantKey": "g6:social-studies:economy-check-3", "completionId": "35-102", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.social-studies.economy-check-4.v1", "prompt": "What is an opportunity cost?", "answer": "the next-best alternative given up when making a choice", "options": [ { "label": "the next-best alternative given up when making a choice" }, { "label": "every benefit received from every possible choice" }, { "label": "the money that never could be spent" } ], "hint": "Identify the decision, the alternatives, and whose costs or benefits are included.", "demonstration": [ "Resources, choices, and consequences", "Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing." ], "type": "choice", "variantKey": "g6:social-studies:economy-check-4", "completionId": "45-102", "supportLevel": "adaptive", "intendedEvidenceType": "independent-check" }, { "activityId": "g6.social-studies.economy-inquiry-0.v1", "prompt": "Economic inquiry: trace an everyday product’s supply chain using adult-selected sources.", "hint": "Use at least two relevant sources, label the date and units of any data, and explain tradeoffs and missing perspectives. Keep the task fictional or historical rather than sharing household finances.", "demonstration": [ "Resources, choices, and consequences", "Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:economy-inquiry-0", "completionId": "55-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.economy-inquiry-1.v1", "prompt": "Economic inquiry: compare how two economic systems make production decisions.", "hint": "Use at least two relevant sources, label the date and units of any data, and explain tradeoffs and missing perspectives. Keep the task fictional or historical rather than sharing household finances.", "demonstration": [ "Resources, choices, and consequences", "Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:economy-inquiry-1", "completionId": "65-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.economy-inquiry-2.v1", "prompt": "Economic inquiry: explain how a resource’s uses and demand changed over time.", "hint": "Use at least two relevant sources, label the date and units of any data, and explain tradeoffs and missing perspectives. Keep the task fictional or historical rather than sharing household finances.", "demonstration": [ "Resources, choices, and consequences", "Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:economy-inquiry-2", "completionId": "75-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.economy-inquiry-3.v1", "prompt": "Economic inquiry: compare two quality-of-life indicators without reducing a whole region to an average.", "hint": "Use at least two relevant sources, label the date and units of any data, and explain tradeoffs and missing perspectives. Keep the task fictional or historical rather than sharing household finances.", "demonstration": [ "Resources, choices, and consequences", "Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:economy-inquiry-3", "completionId": "85-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.economy-inquiry-4.v1", "prompt": "Economic inquiry: study money and barter in a specific historical setting.", "hint": "Use at least two relevant sources, label the date and units of any data, and explain tradeoffs and missing perspectives. Keep the task fictional or historical rather than sharing household finances.", "demonstration": [ "Resources, choices, and consequences", "Pip traces a product through several places and compares who benefits, who bears costs, and which information is missing." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:economy-inquiry-4", "completionId": "95-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Compare forms of government and civic change", "standard": "6-9.WG.4.1; 6-9.WH.4.1–3", "demo": [ "Who makes decisions, and how?", "Pip compares a historical government with the United States using decision-making, participation, limits, and evidence." ], "prerequisites": [], "id": "g6.social-studies.government", "grade": 6, "subject": "g6-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies 6–9 · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.social-studies.government-0.v1", "prompt": "Compare an ancient city-state with a relevant United States example.", "hint": "Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.", "demonstration": [ "Who makes decisions, and how?", "Pip compares a historical government with the United States using decision-making, participation, limits, and evidence." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:government-0", "completionId": "6-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.government-1.v1", "prompt": "Compare a historical monarchy with a relevant United States example.", "hint": "Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.", "demonstration": [ "Who makes decisions, and how?", "Pip compares a historical government with the United States using decision-making, participation, limits, and evidence." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:government-1", "completionId": "16-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.government-2.v1", "prompt": "Compare a historical republic with a relevant United States example.", "hint": "Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.", "demonstration": [ "Who makes decisions, and how?", "Pip compares a historical government with the United States using decision-making, participation, limits, and evidence." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:government-2", "completionId": "26-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.government-3.v1", "prompt": "Compare a modern constitutional system with a relevant United States example.", "hint": "Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.", "demonstration": [ "Who makes decisions, and how?", "Pip compares a historical government with the United States using decision-making, participation, limits, and evidence." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:government-3", "completionId": "36-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.government-4.v1", "prompt": "Compare a documented reform movement with a relevant United States example.", "hint": "Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.", "demonstration": [ "Who makes decisions, and how?", "Pip compares a historical government with the United States using decision-making, participation, limits, and evidence." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:government-4", "completionId": "46-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.government-5.v1", "prompt": "Compare the expansion of participation in a chosen period with a relevant United States example.", "hint": "Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.", "demonstration": [ "Who makes decisions, and how?", "Pip compares a historical government with the United States using decision-making, participation, limits, and evidence." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:government-5", "completionId": "56-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.government-6.v1", "prompt": "Compare the role of written rules in a selected society with a relevant United States example.", "hint": "Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.", "demonstration": [ "Who makes decisions, and how?", "Pip compares a historical government with the United States using decision-making, participation, limits, and evidence." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:government-6", "completionId": "66-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.government-7.v1", "prompt": "Compare government’s influence on a historical migration with a relevant United States example.", "hint": "Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.", "demonstration": [ "Who makes decisions, and how?", "Pip compares a historical government with the United States using decision-making, participation, limits, and evidence." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:government-7", "completionId": "76-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.government-8.v1", "prompt": "Compare how two systems limit or distribute power with a relevant United States example.", "hint": "Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.", "demonstration": [ "Who makes decisions, and how?", "Pip compares a historical government with the United States using decision-making, participation, limits, and evidence." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:government-8", "completionId": "86-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.government-9.v1", "prompt": "Compare how civic institutions change over time with a relevant United States example.", "hint": "Use adult-selected sources to ask who decides, who participates, what limits power, and which people were excluded. Distinguish the historical period from present institutions and avoid treating labels as complete explanations.", "demonstration": [ "Who makes decisions, and how?", "Pip compares a historical government with the United States using decision-making, participation, limits, and evidence." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:government-9", "completionId": "96-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Analyze human impacts, resources and hazards", "standard": "6-9.WG.2.6,11–13,15–16; 6-9.WH.2.7–10", "demo": [ "Follow effects beyond one place", "Pip traces an upstream water decision to downstream effects and compares several community perspectives." ], "prerequisites": [], "id": "g6.social-studies.environment", "grade": 6, "subject": "g6-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies 6–9 · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.social-studies.environment-0.v1", "prompt": "Trace the geographic effects of an upstream irrigation decision and downstream users.", "hint": "Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.", "demonstration": [ "Follow effects beyond one place", "Pip traces an upstream water decision to downstream effects and compares several community perspectives." ], "steps": [ "Choose a place, time range, and reliable mapped or statistical evidence.", "Trace connections between human decisions and physical systems; compare at least two perspectives.", "Explain a possible response and a limitation, then suggest evidence that could improve the decision." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:environment-0", "completionId": "7-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.environment-1.v1", "prompt": "Trace the geographic effects of a transport route crossing a habitat.", "hint": "Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.", "demonstration": [ "Follow effects beyond one place", "Pip traces an upstream water decision to downstream effects and compares several community perspectives." ], "steps": [ "Choose a place, time range, and reliable mapped or statistical evidence.", "Trace connections between human decisions and physical systems; compare at least two perspectives.", "Explain a possible response and a limitation, then suggest evidence that could improve the decision." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:environment-1", "completionId": "17-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.environment-2.v1", "prompt": "Trace the geographic effects of a city’s growth near a natural hazard.", "hint": "Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.", "demonstration": [ "Follow effects beyond one place", "Pip traces an upstream water decision to downstream effects and compares several community perspectives." ], "steps": [ "Choose a place, time range, and reliable mapped or statistical evidence.", "Trace connections between human decisions and physical systems; compare at least two perspectives.", "Explain a possible response and a limitation, then suggest evidence that could improve the decision." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:environment-2", "completionId": "27-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.environment-3.v1", "prompt": "Trace the geographic effects of the location of farming in relation to water and soil.", "hint": "Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.", "demonstration": [ "Follow effects beyond one place", "Pip traces an upstream water decision to downstream effects and compares several community perspectives." ], "steps": [ "Choose a place, time range, and reliable mapped or statistical evidence.", "Trace connections between human decisions and physical systems; compare at least two perspectives.", "Explain a possible response and a limitation, then suggest evidence that could improve the decision." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:environment-3", "completionId": "37-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.environment-4.v1", "prompt": "Trace the geographic effects of a mineral resource and competing uses of land.", "hint": "Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.", "demonstration": [ "Follow effects beyond one place", "Pip traces an upstream water decision to downstream effects and compares several community perspectives." ], "steps": [ "Choose a place, time range, and reliable mapped or statistical evidence.", "Trace connections between human decisions and physical systems; compare at least two perspectives.", "Explain a possible response and a limitation, then suggest evidence that could improve the decision." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:environment-4", "completionId": "47-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.environment-5.v1", "prompt": "Trace the geographic effects of a forest-use decision viewed by several communities.", "hint": "Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.", "demonstration": [ "Follow effects beyond one place", "Pip traces an upstream water decision to downstream effects and compares several community perspectives." ], "steps": [ "Choose a place, time range, and reliable mapped or statistical evidence.", "Trace connections between human decisions and physical systems; compare at least two perspectives.", "Explain a possible response and a limitation, then suggest evidence that could improve the decision." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:environment-5", "completionId": "57-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.environment-6.v1", "prompt": "Trace the geographic effects of a technology that reduces one impact but creates another.", "hint": "Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.", "demonstration": [ "Follow effects beyond one place", "Pip traces an upstream water decision to downstream effects and compares several community perspectives." ], "steps": [ "Choose a place, time range, and reliable mapped or statistical evidence.", "Trace connections between human decisions and physical systems; compare at least two perspectives.", "Explain a possible response and a limitation, then suggest evidence that could improve the decision." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:environment-6", "completionId": "67-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.environment-7.v1", "prompt": "Trace the geographic effects of a shared watershed crossing political boundaries.", "hint": "Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.", "demonstration": [ "Follow effects beyond one place", "Pip traces an upstream water decision to downstream effects and compares several community perspectives." ], "steps": [ "Choose a place, time range, and reliable mapped or statistical evidence.", "Trace connections between human decisions and physical systems; compare at least two perspectives.", "Explain a possible response and a limitation, then suggest evidence that could improve the decision." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:environment-7", "completionId": "77-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.environment-8.v1", "prompt": "Trace the geographic effects of a change in demand for an energy resource.", "hint": "Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.", "demonstration": [ "Follow effects beyond one place", "Pip traces an upstream water decision to downstream effects and compares several community perspectives." ], "steps": [ "Choose a place, time range, and reliable mapped or statistical evidence.", "Trace connections between human decisions and physical systems; compare at least two perspectives.", "Explain a possible response and a limitation, then suggest evidence that could improve the decision." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:environment-8", "completionId": "87-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.environment-9.v1", "prompt": "Trace the geographic effects of a population increase and demand for housing or water.", "hint": "Use maps and dated data with an adult. Identify benefits, costs, affected groups, and effects beyond the first location. Compare two possible responses without promising a risk-free solution.", "demonstration": [ "Follow effects beyond one place", "Pip traces an upstream water decision to downstream effects and compares several community perspectives." ], "steps": [ "Choose a place, time range, and reliable mapped or statistical evidence.", "Trace connections between human decisions and physical systems; compare at least two perspectives.", "Explain a possible response and a limitation, then suggest evidence that could improve the decision." ], "workspace": "draw", "type": "work", "variantKey": "g6:social-studies:environment-9", "completionId": "97-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Explore cultural perspectives and global interdependence", "standard": "6-9.WG.1.2–3; 6-9.WG.5.1–6", "demo": [ "Connections have benefits and costs", "Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience." ], "prerequisites": [], "id": "g6.social-studies.connections", "grade": 6, "subject": "g6-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies 6–9 · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.social-studies.connection-0.v1", "prompt": "Global connections: compare motivations for two historical European colonization projects.", "hint": "Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.", "demonstration": [ "Connections have benefits and costs", "Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:connection-0", "completionId": "8-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.connection-1.v1", "prompt": "Global connections: study colonization’s effects using accounts from affected Indigenous communities.", "hint": "Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.", "demonstration": [ "Connections have benefits and costs", "Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:connection-1", "completionId": "18-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.connection-2.v1", "prompt": "Global connections: examine a current community-authored account alongside an older outsider description.", "hint": "Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.", "demonstration": [ "Connections have benefits and costs", "Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:connection-2", "completionId": "28-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.connection-3.v1", "prompt": "Global connections: compare how a story or artwork carries cultural knowledge.", "hint": "Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.", "demonstration": [ "Connections have benefits and costs", "Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:connection-3", "completionId": "38-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.connection-4.v1", "prompt": "Global connections: investigate a misunderstanding caused by translation or missing context.", "hint": "Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.", "demonstration": [ "Connections have benefits and costs", "Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:connection-4", "completionId": "48-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.connection-5.v1", "prompt": "Global connections: trace a technological idea shared between regions.", "hint": "Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.", "demonstration": [ "Connections have benefits and costs", "Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:connection-5", "completionId": "58-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.connection-6.v1", "prompt": "Global connections: compare benefits and costs of one global trade connection.", "hint": "Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.", "demonstration": [ "Connections have benefits and costs", "Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:connection-6", "completionId": "68-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.connection-7.v1", "prompt": "Global connections: study a cooperative response to a shared environmental problem.", "hint": "Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.", "demonstration": [ "Connections have benefits and costs", "Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:connection-7", "completionId": "78-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.connection-8.v1", "prompt": "Global connections: examine urbanization using more than one community’s experience.", "hint": "Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.", "demonstration": [ "Connections have benefits and costs", "Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:connection-8", "completionId": "88-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.connection-9.v1", "prompt": "Global connections: discuss a current international issue through non-graphic, adult-selected sources.", "hint": "Name specific communities, places, and dates. Use multiple perspectives, including affected communities’ own public accounts. Discuss respectfully, avoid reenacting oppression, and pause any topic that needs more adult support.", "demonstration": [ "Connections have benefits and costs", "Pip distinguishes a community’s own account from an outsider’s description and avoids treating either as every person’s experience." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:connection-9", "completionId": "98-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Evaluate sources and support historical interpretations", "standard": "6-9.WH.6.1–4; 6-9.WG.6.1,3", "demo": [ "Observe → contextualize → corroborate", "Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete." ], "prerequisites": [], "id": "g6.social-studies.evidence", "grade": 6, "subject": "g6-social-studies", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2026/05/K-12-Social-Studies-Standards.pdf", "standardVersion": "Idaho Social Studies 6–9 · revised November 20, 2025", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.social-studies.sources-0.v1", "prompt": "Explain what each source contributes and why no single account represents every experience.", "story": "A fictional traveler’s diary praises a new road. A market ledger records increased trade in one town. A family letter reports losing access to a field.", "hint": "Quote or paraphrase relevant details, identify source limits, and support a cautious interpretation. These are fictional practice sources.", "demonstration": [ "Observe → contextualize → corroborate", "Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:sources-0", "completionId": "9-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.corroborate-0.v1", "prompt": "Design a follow-up inquiry for this source set.", "story": "A fictional traveler’s diary praises a new road. A market ledger records increased trade in one town. A family letter reports losing access to a field.", "hint": "Identify a focused question, another useful kind of source, and how it could support or challenge the initial interpretation. Explain why different perspectives may remain even with more evidence.", "demonstration": [ "Observe → contextualize → corroborate", "Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:corroborate-0", "completionId": "19-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.sources-1.v1", "prompt": "Compare the interpretations and describe what additional evidence would help.", "story": "A fictional city map shows a wall. A later textbook calls the wall purely defensive. An excavation report identifies gates used for trade.", "hint": "Quote or paraphrase relevant details, identify source limits, and support a cautious interpretation. These are fictional practice sources.", "demonstration": [ "Observe → contextualize → corroborate", "Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:sources-1", "completionId": "29-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.corroborate-1.v1", "prompt": "Design a follow-up inquiry for this source set.", "story": "A fictional city map shows a wall. A later textbook calls the wall purely defensive. An excavation report identifies gates used for trade.", "hint": "Identify a focused question, another useful kind of source, and how it could support or challenge the initial interpretation. Explain why different perspectives may remain even with more evidence.", "demonstration": [ "Observe → contextualize → corroborate", "Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:corroborate-1", "completionId": "39-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.sources-2.v1", "prompt": "Distinguish what can be observed from the caption’s unsupported generalization.", "story": "A fictional photograph shows a crowded market on one day. A caption claims that all residents were wealthy.", "hint": "Quote or paraphrase relevant details, identify source limits, and support a cautious interpretation. These are fictional practice sources.", "demonstration": [ "Observe → contextualize → corroborate", "Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:sources-2", "completionId": "49-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.corroborate-2.v1", "prompt": "Design a follow-up inquiry for this source set.", "story": "A fictional photograph shows a crowded market on one day. A caption claims that all residents were wealthy.", "hint": "Identify a focused question, another useful kind of source, and how it could support or challenge the initial interpretation. Explain why different perspectives may remain even with more evidence.", "demonstration": [ "Observe → contextualize → corroborate", "Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:corroborate-2", "completionId": "59-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.sources-3.v1", "prompt": "Explain why the numbers cannot be compared directly without adjusting the context.", "story": "Two fictional population charts cover different boundaries and different decades. Both are labeled growth.", "hint": "Quote or paraphrase relevant details, identify source limits, and support a cautious interpretation. These are fictional practice sources.", "demonstration": [ "Observe → contextualize → corroborate", "Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:sources-3", "completionId": "69-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.corroborate-3.v1", "prompt": "Design a follow-up inquiry for this source set.", "story": "Two fictional population charts cover different boundaries and different decades. Both are labeled growth.", "hint": "Identify a focused question, another useful kind of source, and how it could support or challenge the initial interpretation. Explain why different perspectives may remain even with more evidence.", "demonstration": [ "Observe → contextualize → corroborate", "Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:corroborate-3", "completionId": "79-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.sources-4.v1", "prompt": "Build a timeline separating a promise, a resource decision, and evidence of implementation.", "story": "An invented speech promises a new school. A later budget lists funding, while a newspaper reports construction delays.", "hint": "Quote or paraphrase relevant details, identify source limits, and support a cautious interpretation. These are fictional practice sources.", "demonstration": [ "Observe → contextualize → corroborate", "Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:sources-4", "completionId": "89-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.social-studies.corroborate-4.v1", "prompt": "Design a follow-up inquiry for this source set.", "story": "An invented speech promises a new school. A later budget lists funding, while a newspaper reports construction delays.", "hint": "Identify a focused question, another useful kind of source, and how it could support or challenge the initial interpretation. Explain why different perspectives may remain even with more evidence.", "demonstration": [ "Observe → contextualize → corroborate", "Pip records who made a source and why, compares it with another source, and qualifies a claim when evidence is incomplete." ], "workspace": "write", "type": "work", "variantKey": "g6:social-studies:corroborate-4", "completionId": "99-102", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Discuss interacting dimensions of well-being", "standard": "6-8.H.1.1.2", "demo": [ "Pause, consider, and connect", "Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone." ], "prerequisites": [], "id": "g6.feelings.wellbeing", "grade": 6, "subject": "g6-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 6–8 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.feelings.wellbeing-0.v1", "prompt": "Discussion lab: a fictional club’s group chat pressures members to answer late at night.", "discussionTurns": [ "Explain how emotional, social, and physical factors might interact. Separate observations from assumptions.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone." ], "type": "work", "variantKey": "g6:feelings:wellbeing-0", "completionId": "0-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.wellbeing-1.v1", "prompt": "Discussion lab: a project leader mistakes a quiet teammate’s silence for agreement.", "discussionTurns": [ "Explain how emotional, social, and physical factors might interact. Separate observations from assumptions.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone." ], "type": "work", "variantKey": "g6:feelings:wellbeing-1", "completionId": "10-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.wellbeing-2.v1", "prompt": "Discussion lab: a sponsored post promises instant confidence after buying a product.", "discussionTurns": [ "Explain how emotional, social, and physical factors might interact. Separate observations from assumptions.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone." ], "type": "work", "variantKey": "g6:feelings:wellbeing-2", "completionId": "20-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.wellbeing-3.v1", "prompt": "Discussion lab: a character feels caught between a group commitment and needed rest.", "discussionTurns": [ "Explain how emotional, social, and physical factors might interact. Separate observations from assumptions.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone." ], "type": "work", "variantKey": "g6:feelings:wellbeing-3", "completionId": "30-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.wellbeing-4.v1", "prompt": "Discussion lab: a student wants to leave an uncomfortable online conversation.", "discussionTurns": [ "Explain how emotional, social, and physical factors might interact. Separate observations from assumptions.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone." ], "type": "work", "variantKey": "g6:feelings:wellbeing-4", "completionId": "40-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.wellbeing-5.v1", "prompt": "Discussion lab: a team’s joke continues after one member asks it to stop.", "discussionTurns": [ "Explain how emotional, social, and physical factors might interact. Separate observations from assumptions.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone." ], "type": "work", "variantKey": "g6:feelings:wellbeing-5", "completionId": "50-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.wellbeing-6.v1", "prompt": "Discussion lab: a character receives conflicting advice about a well-being claim.", "discussionTurns": [ "Explain how emotional, social, and physical factors might interact. Separate observations from assumptions.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone." ], "type": "work", "variantKey": "g6:feelings:wellbeing-6", "completionId": "60-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.wellbeing-7.v1", "prompt": "Discussion lab: a shared project leaves one member with an unfair workload.", "discussionTurns": [ "Explain how emotional, social, and physical factors might interact. Separate observations from assumptions.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone." ], "type": "work", "variantKey": "g6:feelings:wellbeing-7", "completionId": "70-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.wellbeing-8.v1", "prompt": "Discussion lab: a newcomer wants to participate but needs a different communication format.", "discussionTurns": [ "Explain how emotional, social, and physical factors might interact. Separate observations from assumptions.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone." ], "type": "work", "variantKey": "g6:feelings:wellbeing-8", "completionId": "80-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.wellbeing-9.v1", "prompt": "Discussion lab: a friend offers help that does not match what the other person asked for.", "discussionTurns": [ "Explain how emotional, social, and physical factors might interact. Separate observations from assumptions.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip considers how rest, emotions, relationships, and physical comfort can affect a fictional character without diagnosing anyone." ], "type": "work", "variantKey": "g6:feelings:wellbeing-9", "completionId": "90-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Analyze peer, cultural and media influences", "standard": "6-8.H.2.1.1–3", "demo": [ "Pause, consider, and connect", "Pip identifies what a message encourages, who created it, and how peers or values might influence a choice." ], "prerequisites": [], "id": "g6.feelings.influences", "grade": 6, "subject": "g6-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 6–8 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.feelings.influences-0.v1", "prompt": "Discussion lab: a fictional club’s group chat pressures members to answer late at night.", "discussionTurns": [ "Identify two influences on the decision and consider whose perspective is missing.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies what a message encourages, who created it, and how peers or values might influence a choice." ], "type": "work", "variantKey": "g6:feelings:influences-0", "completionId": "1-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.influences-1.v1", "prompt": "Discussion lab: a project leader mistakes a quiet teammate’s silence for agreement.", "discussionTurns": [ "Identify two influences on the decision and consider whose perspective is missing.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies what a message encourages, who created it, and how peers or values might influence a choice." ], "type": "work", "variantKey": "g6:feelings:influences-1", "completionId": "11-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.influences-2.v1", "prompt": "Discussion lab: a sponsored post promises instant confidence after buying a product.", "discussionTurns": [ "Identify two influences on the decision and consider whose perspective is missing.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies what a message encourages, who created it, and how peers or values might influence a choice." ], "type": "work", "variantKey": "g6:feelings:influences-2", "completionId": "21-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.influences-3.v1", "prompt": "Discussion lab: a character feels caught between a group commitment and needed rest.", "discussionTurns": [ "Identify two influences on the decision and consider whose perspective is missing.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies what a message encourages, who created it, and how peers or values might influence a choice." ], "type": "work", "variantKey": "g6:feelings:influences-3", "completionId": "31-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.influences-4.v1", "prompt": "Discussion lab: a student wants to leave an uncomfortable online conversation.", "discussionTurns": [ "Identify two influences on the decision and consider whose perspective is missing.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies what a message encourages, who created it, and how peers or values might influence a choice." ], "type": "work", "variantKey": "g6:feelings:influences-4", "completionId": "41-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.influences-5.v1", "prompt": "Discussion lab: a team’s joke continues after one member asks it to stop.", "discussionTurns": [ "Identify two influences on the decision and consider whose perspective is missing.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies what a message encourages, who created it, and how peers or values might influence a choice." ], "type": "work", "variantKey": "g6:feelings:influences-5", "completionId": "51-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.influences-6.v1", "prompt": "Discussion lab: a character receives conflicting advice about a well-being claim.", "discussionTurns": [ "Identify two influences on the decision and consider whose perspective is missing.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies what a message encourages, who created it, and how peers or values might influence a choice." ], "type": "work", "variantKey": "g6:feelings:influences-6", "completionId": "61-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.influences-7.v1", "prompt": "Discussion lab: a shared project leaves one member with an unfair workload.", "discussionTurns": [ "Identify two influences on the decision and consider whose perspective is missing.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies what a message encourages, who created it, and how peers or values might influence a choice." ], "type": "work", "variantKey": "g6:feelings:influences-7", "completionId": "71-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.influences-8.v1", "prompt": "Discussion lab: a newcomer wants to participate but needs a different communication format.", "discussionTurns": [ "Identify two influences on the decision and consider whose perspective is missing.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies what a message encourages, who created it, and how peers or values might influence a choice." ], "type": "work", "variantKey": "g6:feelings:influences-8", "completionId": "81-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.influences-9.v1", "prompt": "Discussion lab: a friend offers help that does not match what the other person asked for.", "discussionTurns": [ "Identify two influences on the decision and consider whose perspective is missing.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies what a message encourages, who created it, and how peers or values might influence a choice." ], "type": "work", "variantKey": "g6:feelings:influences-9", "completionId": "91-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Evaluate information and sources of assistance", "standard": "6-8.H.3.1.1–4", "demo": [ "Pause, consider, and connect", "Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support." ], "prerequisites": [], "id": "g6.feelings.information", "grade": 6, "subject": "g6-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 6–8 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.feelings.information-0.v1", "prompt": "Discussion lab: a fictional club’s group chat pressures members to answer late at night.", "discussionTurns": [ "Compare reliable information with popularity or anecdote. Identify a trusted adult or qualified resource for questions beyond peers.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support." ], "type": "work", "variantKey": "g6:feelings:information-0", "completionId": "2-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.information-1.v1", "prompt": "Discussion lab: a project leader mistakes a quiet teammate’s silence for agreement.", "discussionTurns": [ "Compare reliable information with popularity or anecdote. Identify a trusted adult or qualified resource for questions beyond peers.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support." ], "type": "work", "variantKey": "g6:feelings:information-1", "completionId": "12-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.information-2.v1", "prompt": "Discussion lab: a sponsored post promises instant confidence after buying a product.", "discussionTurns": [ "Compare reliable information with popularity or anecdote. Identify a trusted adult or qualified resource for questions beyond peers.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support." ], "type": "work", "variantKey": "g6:feelings:information-2", "completionId": "22-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.information-3.v1", "prompt": "Discussion lab: a character feels caught between a group commitment and needed rest.", "discussionTurns": [ "Compare reliable information with popularity or anecdote. Identify a trusted adult or qualified resource for questions beyond peers.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support." ], "type": "work", "variantKey": "g6:feelings:information-3", "completionId": "32-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.information-4.v1", "prompt": "Discussion lab: a student wants to leave an uncomfortable online conversation.", "discussionTurns": [ "Compare reliable information with popularity or anecdote. Identify a trusted adult or qualified resource for questions beyond peers.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support." ], "type": "work", "variantKey": "g6:feelings:information-4", "completionId": "42-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.information-5.v1", "prompt": "Discussion lab: a team’s joke continues after one member asks it to stop.", "discussionTurns": [ "Compare reliable information with popularity or anecdote. Identify a trusted adult or qualified resource for questions beyond peers.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support." ], "type": "work", "variantKey": "g6:feelings:information-5", "completionId": "52-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.information-6.v1", "prompt": "Discussion lab: a character receives conflicting advice about a well-being claim.", "discussionTurns": [ "Compare reliable information with popularity or anecdote. Identify a trusted adult or qualified resource for questions beyond peers.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support." ], "type": "work", "variantKey": "g6:feelings:information-6", "completionId": "62-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.information-7.v1", "prompt": "Discussion lab: a shared project leaves one member with an unfair workload.", "discussionTurns": [ "Compare reliable information with popularity or anecdote. Identify a trusted adult or qualified resource for questions beyond peers.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support." ], "type": "work", "variantKey": "g6:feelings:information-7", "completionId": "72-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.information-8.v1", "prompt": "Discussion lab: a newcomer wants to participate but needs a different communication format.", "discussionTurns": [ "Compare reliable information with popularity or anecdote. Identify a trusted adult or qualified resource for questions beyond peers.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support." ], "type": "work", "variantKey": "g6:feelings:information-8", "completionId": "82-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.information-9.v1", "prompt": "Discussion lab: a friend offers help that does not match what the other person asked for.", "discussionTurns": [ "Compare reliable information with popularity or anecdote. Identify a trusted adult or qualified resource for questions beyond peers.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip checks a claim’s source and evidence and asks a trusted adult when a question needs qualified support." ], "type": "work", "variantKey": "g6:feelings:information-9", "completionId": "92-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Practice clear verbal and nonverbal communication", "standard": "6-8.H.4.1.1", "demo": [ "Pause, consider, and connect", "Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood." ], "prerequisites": [], "id": "g6.feelings.communication", "grade": 6, "subject": "g6-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 6–8 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.feelings.communication-0.v1", "prompt": "Discussion lab: a fictional club’s group chat pressures members to answer late at night.", "discussionTurns": [ "Plan a clear message, a listening response, and a way to check an uncertain interpretation of tone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood." ], "type": "work", "variantKey": "g6:feelings:communication-0", "completionId": "3-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.communication-1.v1", "prompt": "Discussion lab: a project leader mistakes a quiet teammate’s silence for agreement.", "discussionTurns": [ "Plan a clear message, a listening response, and a way to check an uncertain interpretation of tone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood." ], "type": "work", "variantKey": "g6:feelings:communication-1", "completionId": "13-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.communication-2.v1", "prompt": "Discussion lab: a sponsored post promises instant confidence after buying a product.", "discussionTurns": [ "Plan a clear message, a listening response, and a way to check an uncertain interpretation of tone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood." ], "type": "work", "variantKey": "g6:feelings:communication-2", "completionId": "23-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.communication-3.v1", "prompt": "Discussion lab: a character feels caught between a group commitment and needed rest.", "discussionTurns": [ "Plan a clear message, a listening response, and a way to check an uncertain interpretation of tone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood." ], "type": "work", "variantKey": "g6:feelings:communication-3", "completionId": "33-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.communication-4.v1", "prompt": "Discussion lab: a student wants to leave an uncomfortable online conversation.", "discussionTurns": [ "Plan a clear message, a listening response, and a way to check an uncertain interpretation of tone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood." ], "type": "work", "variantKey": "g6:feelings:communication-4", "completionId": "43-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.communication-5.v1", "prompt": "Discussion lab: a team’s joke continues after one member asks it to stop.", "discussionTurns": [ "Plan a clear message, a listening response, and a way to check an uncertain interpretation of tone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood." ], "type": "work", "variantKey": "g6:feelings:communication-5", "completionId": "53-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.communication-6.v1", "prompt": "Discussion lab: a character receives conflicting advice about a well-being claim.", "discussionTurns": [ "Plan a clear message, a listening response, and a way to check an uncertain interpretation of tone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood." ], "type": "work", "variantKey": "g6:feelings:communication-6", "completionId": "63-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.communication-7.v1", "prompt": "Discussion lab: a shared project leaves one member with an unfair workload.", "discussionTurns": [ "Plan a clear message, a listening response, and a way to check an uncertain interpretation of tone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood." ], "type": "work", "variantKey": "g6:feelings:communication-7", "completionId": "73-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.communication-8.v1", "prompt": "Discussion lab: a newcomer wants to participate but needs a different communication format.", "discussionTurns": [ "Plan a clear message, a listening response, and a way to check an uncertain interpretation of tone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood." ], "type": "work", "variantKey": "g6:feelings:communication-8", "completionId": "83-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.communication-9.v1", "prompt": "Discussion lab: a friend offers help that does not match what the other person asked for.", "discussionTurns": [ "Plan a clear message, a listening response, and a way to check an uncertain interpretation of tone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip describes a concern without labeling the other person, paraphrases the reply, and checks whether the meaning was understood." ], "type": "work", "variantKey": "g6:feelings:communication-9", "completionId": "93-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Practice refusal and respectful negotiation", "standard": "6-8.H.4.1.2", "demo": [ "Pause, consider, and connect", "Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues." ], "prerequisites": [], "id": "g6.feelings.boundaries", "grade": 6, "subject": "g6-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 6–8 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.feelings.boundaries-0.v1", "prompt": "Discussion lab: a fictional club’s group chat pressures members to answer late at night.", "discussionTurns": [ "Practice a respectful refusal or boundary. Explain when negotiation is optional and when safety calls for adult help.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues." ], "type": "work", "variantKey": "g6:feelings:boundaries-0", "completionId": "4-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.boundaries-1.v1", "prompt": "Discussion lab: a project leader mistakes a quiet teammate’s silence for agreement.", "discussionTurns": [ "Practice a respectful refusal or boundary. Explain when negotiation is optional and when safety calls for adult help.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues." ], "type": "work", "variantKey": "g6:feelings:boundaries-1", "completionId": "14-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.boundaries-2.v1", "prompt": "Discussion lab: a sponsored post promises instant confidence after buying a product.", "discussionTurns": [ "Practice a respectful refusal or boundary. Explain when negotiation is optional and when safety calls for adult help.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues." ], "type": "work", "variantKey": "g6:feelings:boundaries-2", "completionId": "24-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.boundaries-3.v1", "prompt": "Discussion lab: a character feels caught between a group commitment and needed rest.", "discussionTurns": [ "Practice a respectful refusal or boundary. Explain when negotiation is optional and when safety calls for adult help.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues." ], "type": "work", "variantKey": "g6:feelings:boundaries-3", "completionId": "34-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.boundaries-4.v1", "prompt": "Discussion lab: a student wants to leave an uncomfortable online conversation.", "discussionTurns": [ "Practice a respectful refusal or boundary. Explain when negotiation is optional and when safety calls for adult help.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues." ], "type": "work", "variantKey": "g6:feelings:boundaries-4", "completionId": "44-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.boundaries-5.v1", "prompt": "Discussion lab: a team’s joke continues after one member asks it to stop.", "discussionTurns": [ "Practice a respectful refusal or boundary. Explain when negotiation is optional and when safety calls for adult help.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues." ], "type": "work", "variantKey": "g6:feelings:boundaries-5", "completionId": "54-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.boundaries-6.v1", "prompt": "Discussion lab: a character receives conflicting advice about a well-being claim.", "discussionTurns": [ "Practice a respectful refusal or boundary. Explain when negotiation is optional and when safety calls for adult help.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues." ], "type": "work", "variantKey": "g6:feelings:boundaries-6", "completionId": "64-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.boundaries-7.v1", "prompt": "Discussion lab: a shared project leaves one member with an unfair workload.", "discussionTurns": [ "Practice a respectful refusal or boundary. Explain when negotiation is optional and when safety calls for adult help.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues." ], "type": "work", "variantKey": "g6:feelings:boundaries-7", "completionId": "74-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.boundaries-8.v1", "prompt": "Discussion lab: a newcomer wants to participate but needs a different communication format.", "discussionTurns": [ "Practice a respectful refusal or boundary. Explain when negotiation is optional and when safety calls for adult help.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues." ], "type": "work", "variantKey": "g6:feelings:boundaries-8", "completionId": "84-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.boundaries-9.v1", "prompt": "Discussion lab: a friend offers help that does not match what the other person asked for.", "discussionTurns": [ "Practice a respectful refusal or boundary. Explain when negotiation is optional and when safety calls for adult help.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip states a boundary clearly, offers a safe alternative if desired, and seeks adult help if pressure continues." ], "type": "work", "variantKey": "g6:feelings:boundaries-9", "completionId": "94-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Compare nonviolent conflict responses", "standard": "6-8.H.4.1.3", "demo": [ "Pause, consider, and connect", "Pip separates disagreement from intimidation and compares options that respect each person’s boundaries." ], "prerequisites": [], "id": "g6.feelings.conflict", "grade": 6, "subject": "g6-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 6–8 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.feelings.conflict-0.v1", "prompt": "Discussion lab: a fictional club’s group chat pressures members to answer late at night.", "discussionTurns": [ "Compare two possible responses and their likely effects. Do not require someone to mediate bullying or unequal power alone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip separates disagreement from intimidation and compares options that respect each person’s boundaries." ], "type": "work", "variantKey": "g6:feelings:conflict-0", "completionId": "5-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.conflict-1.v1", "prompt": "Discussion lab: a project leader mistakes a quiet teammate’s silence for agreement.", "discussionTurns": [ "Compare two possible responses and their likely effects. Do not require someone to mediate bullying or unequal power alone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip separates disagreement from intimidation and compares options that respect each person’s boundaries." ], "type": "work", "variantKey": "g6:feelings:conflict-1", "completionId": "15-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.conflict-2.v1", "prompt": "Discussion lab: a sponsored post promises instant confidence after buying a product.", "discussionTurns": [ "Compare two possible responses and their likely effects. Do not require someone to mediate bullying or unequal power alone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip separates disagreement from intimidation and compares options that respect each person’s boundaries." ], "type": "work", "variantKey": "g6:feelings:conflict-2", "completionId": "25-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.conflict-3.v1", "prompt": "Discussion lab: a character feels caught between a group commitment and needed rest.", "discussionTurns": [ "Compare two possible responses and their likely effects. Do not require someone to mediate bullying or unequal power alone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip separates disagreement from intimidation and compares options that respect each person’s boundaries." ], "type": "work", "variantKey": "g6:feelings:conflict-3", "completionId": "35-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.conflict-4.v1", "prompt": "Discussion lab: a student wants to leave an uncomfortable online conversation.", "discussionTurns": [ "Compare two possible responses and their likely effects. Do not require someone to mediate bullying or unequal power alone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip separates disagreement from intimidation and compares options that respect each person’s boundaries." ], "type": "work", "variantKey": "g6:feelings:conflict-4", "completionId": "45-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.conflict-5.v1", "prompt": "Discussion lab: a team’s joke continues after one member asks it to stop.", "discussionTurns": [ "Compare two possible responses and their likely effects. Do not require someone to mediate bullying or unequal power alone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip separates disagreement from intimidation and compares options that respect each person’s boundaries." ], "type": "work", "variantKey": "g6:feelings:conflict-5", "completionId": "55-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.conflict-6.v1", "prompt": "Discussion lab: a character receives conflicting advice about a well-being claim.", "discussionTurns": [ "Compare two possible responses and their likely effects. Do not require someone to mediate bullying or unequal power alone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip separates disagreement from intimidation and compares options that respect each person’s boundaries." ], "type": "work", "variantKey": "g6:feelings:conflict-6", "completionId": "65-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.conflict-7.v1", "prompt": "Discussion lab: a shared project leaves one member with an unfair workload.", "discussionTurns": [ "Compare two possible responses and their likely effects. Do not require someone to mediate bullying or unequal power alone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip separates disagreement from intimidation and compares options that respect each person’s boundaries." ], "type": "work", "variantKey": "g6:feelings:conflict-7", "completionId": "75-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.conflict-8.v1", "prompt": "Discussion lab: a newcomer wants to participate but needs a different communication format.", "discussionTurns": [ "Compare two possible responses and their likely effects. Do not require someone to mediate bullying or unequal power alone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip separates disagreement from intimidation and compares options that respect each person’s boundaries." ], "type": "work", "variantKey": "g6:feelings:conflict-8", "completionId": "85-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.conflict-9.v1", "prompt": "Discussion lab: a friend offers help that does not match what the other person asked for.", "discussionTurns": [ "Compare two possible responses and their likely effects. Do not require someone to mediate bullying or unequal power alone.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip separates disagreement from intimidation and compares options that respect each person’s boundaries." ], "type": "work", "variantKey": "g6:feelings:conflict-9", "completionId": "95-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Request and offer help without taking over", "standard": "6-8.H.4.1.4", "demo": [ "Pause, consider, and connect", "Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable." ], "prerequisites": [], "id": "g6.feelings.help", "grade": 6, "subject": "g6-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 6–8 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.feelings.help-0.v1", "prompt": "Discussion lab: a fictional club’s group chat pressures members to answer late at night.", "discussionTurns": [ "Plan how to ask for or offer assistance. Explain why a peer should not promise secrecy about a serious safety concern.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable." ], "type": "work", "variantKey": "g6:feelings:help-0", "completionId": "6-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.help-1.v1", "prompt": "Discussion lab: a project leader mistakes a quiet teammate’s silence for agreement.", "discussionTurns": [ "Plan how to ask for or offer assistance. Explain why a peer should not promise secrecy about a serious safety concern.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable." ], "type": "work", "variantKey": "g6:feelings:help-1", "completionId": "16-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.help-2.v1", "prompt": "Discussion lab: a sponsored post promises instant confidence after buying a product.", "discussionTurns": [ "Plan how to ask for or offer assistance. Explain why a peer should not promise secrecy about a serious safety concern.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable." ], "type": "work", "variantKey": "g6:feelings:help-2", "completionId": "26-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.help-3.v1", "prompt": "Discussion lab: a character feels caught between a group commitment and needed rest.", "discussionTurns": [ "Plan how to ask for or offer assistance. Explain why a peer should not promise secrecy about a serious safety concern.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable." ], "type": "work", "variantKey": "g6:feelings:help-3", "completionId": "36-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.help-4.v1", "prompt": "Discussion lab: a student wants to leave an uncomfortable online conversation.", "discussionTurns": [ "Plan how to ask for or offer assistance. Explain why a peer should not promise secrecy about a serious safety concern.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable." ], "type": "work", "variantKey": "g6:feelings:help-4", "completionId": "46-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.help-5.v1", "prompt": "Discussion lab: a team’s joke continues after one member asks it to stop.", "discussionTurns": [ "Plan how to ask for or offer assistance. Explain why a peer should not promise secrecy about a serious safety concern.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable." ], "type": "work", "variantKey": "g6:feelings:help-5", "completionId": "56-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.help-6.v1", "prompt": "Discussion lab: a character receives conflicting advice about a well-being claim.", "discussionTurns": [ "Plan how to ask for or offer assistance. Explain why a peer should not promise secrecy about a serious safety concern.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable." ], "type": "work", "variantKey": "g6:feelings:help-6", "completionId": "66-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.help-7.v1", "prompt": "Discussion lab: a shared project leaves one member with an unfair workload.", "discussionTurns": [ "Plan how to ask for or offer assistance. Explain why a peer should not promise secrecy about a serious safety concern.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable." ], "type": "work", "variantKey": "g6:feelings:help-7", "completionId": "76-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.help-8.v1", "prompt": "Discussion lab: a newcomer wants to participate but needs a different communication format.", "discussionTurns": [ "Plan how to ask for or offer assistance. Explain why a peer should not promise secrecy about a serious safety concern.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable." ], "type": "work", "variantKey": "g6:feelings:help-8", "completionId": "86-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.help-9.v1", "prompt": "Discussion lab: a friend offers help that does not match what the other person asked for.", "discussionTurns": [ "Plan how to ask for or offer assistance. Explain why a peer should not promise secrecy about a serious safety concern.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip explains the concern to a trusted adult, respects privacy, and keeps seeking help if the first adult is unavailable." ], "type": "work", "variantKey": "g6:feelings:help-9", "completionId": "96-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use a thoughtful decision process", "standard": "6-8.H.5.1.1–7", "demo": [ "Pause, consider, and connect", "Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information." ], "prerequisites": [], "id": "g6.feelings.decisions", "grade": 6, "subject": "g6-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 6–8 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.feelings.decisions-0.v1", "prompt": "Discussion lab: a fictional club’s group chat pressures members to answer late at night.", "discussionTurns": [ "Compare immediate and later consequences, decide who should help, and describe evidence that could change the choice.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information." ], "type": "work", "variantKey": "g6:feelings:decisions-0", "completionId": "7-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.decisions-1.v1", "prompt": "Discussion lab: a project leader mistakes a quiet teammate’s silence for agreement.", "discussionTurns": [ "Compare immediate and later consequences, decide who should help, and describe evidence that could change the choice.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information." ], "type": "work", "variantKey": "g6:feelings:decisions-1", "completionId": "17-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.decisions-2.v1", "prompt": "Discussion lab: a sponsored post promises instant confidence after buying a product.", "discussionTurns": [ "Compare immediate and later consequences, decide who should help, and describe evidence that could change the choice.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information." ], "type": "work", "variantKey": "g6:feelings:decisions-2", "completionId": "27-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.decisions-3.v1", "prompt": "Discussion lab: a character feels caught between a group commitment and needed rest.", "discussionTurns": [ "Compare immediate and later consequences, decide who should help, and describe evidence that could change the choice.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information." ], "type": "work", "variantKey": "g6:feelings:decisions-3", "completionId": "37-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.decisions-4.v1", "prompt": "Discussion lab: a student wants to leave an uncomfortable online conversation.", "discussionTurns": [ "Compare immediate and later consequences, decide who should help, and describe evidence that could change the choice.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information." ], "type": "work", "variantKey": "g6:feelings:decisions-4", "completionId": "47-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.decisions-5.v1", "prompt": "Discussion lab: a team’s joke continues after one member asks it to stop.", "discussionTurns": [ "Compare immediate and later consequences, decide who should help, and describe evidence that could change the choice.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information." ], "type": "work", "variantKey": "g6:feelings:decisions-5", "completionId": "57-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.decisions-6.v1", "prompt": "Discussion lab: a character receives conflicting advice about a well-being claim.", "discussionTurns": [ "Compare immediate and later consequences, decide who should help, and describe evidence that could change the choice.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information." ], "type": "work", "variantKey": "g6:feelings:decisions-6", "completionId": "67-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.decisions-7.v1", "prompt": "Discussion lab: a shared project leaves one member with an unfair workload.", "discussionTurns": [ "Compare immediate and later consequences, decide who should help, and describe evidence that could change the choice.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information." ], "type": "work", "variantKey": "g6:feelings:decisions-7", "completionId": "77-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.decisions-8.v1", "prompt": "Discussion lab: a newcomer wants to participate but needs a different communication format.", "discussionTurns": [ "Compare immediate and later consequences, decide who should help, and describe evidence that could change the choice.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information." ], "type": "work", "variantKey": "g6:feelings:decisions-8", "completionId": "87-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.decisions-9.v1", "prompt": "Discussion lab: a friend offers help that does not match what the other person asked for.", "discussionTurns": [ "Compare immediate and later consequences, decide who should help, and describe evidence that could change the choice.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip identifies options, predicts short- and longer-term effects, checks safety, and revises a decision after new information." ], "type": "work", "variantKey": "g6:feelings:decisions-9", "completionId": "97-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Develop flexible goals and supports", "standard": "6-8.H.6.1.1–3", "demo": [ "Pause, consider, and connect", "Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding." ], "prerequisites": [], "id": "g6.feelings.goals", "grade": 6, "subject": "g6-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 6–8 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.feelings.goals-0.v1", "prompt": "Discussion lab: a fictional club’s group chat pressures members to answer late at night.", "discussionTurns": [ "Design a realistic goal with a step, resource, and check-in. Allow accommodations and revision instead of comparing people.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding." ], "type": "work", "variantKey": "g6:feelings:goals-0", "completionId": "8-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.goals-1.v1", "prompt": "Discussion lab: a project leader mistakes a quiet teammate’s silence for agreement.", "discussionTurns": [ "Design a realistic goal with a step, resource, and check-in. Allow accommodations and revision instead of comparing people.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding." ], "type": "work", "variantKey": "g6:feelings:goals-1", "completionId": "18-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.goals-2.v1", "prompt": "Discussion lab: a sponsored post promises instant confidence after buying a product.", "discussionTurns": [ "Design a realistic goal with a step, resource, and check-in. Allow accommodations and revision instead of comparing people.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding." ], "type": "work", "variantKey": "g6:feelings:goals-2", "completionId": "28-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.goals-3.v1", "prompt": "Discussion lab: a character feels caught between a group commitment and needed rest.", "discussionTurns": [ "Design a realistic goal with a step, resource, and check-in. Allow accommodations and revision instead of comparing people.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding." ], "type": "work", "variantKey": "g6:feelings:goals-3", "completionId": "38-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.goals-4.v1", "prompt": "Discussion lab: a student wants to leave an uncomfortable online conversation.", "discussionTurns": [ "Design a realistic goal with a step, resource, and check-in. Allow accommodations and revision instead of comparing people.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding." ], "type": "work", "variantKey": "g6:feelings:goals-4", "completionId": "48-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.goals-5.v1", "prompt": "Discussion lab: a team’s joke continues after one member asks it to stop.", "discussionTurns": [ "Design a realistic goal with a step, resource, and check-in. Allow accommodations and revision instead of comparing people.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding." ], "type": "work", "variantKey": "g6:feelings:goals-5", "completionId": "58-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.goals-6.v1", "prompt": "Discussion lab: a character receives conflicting advice about a well-being claim.", "discussionTurns": [ "Design a realistic goal with a step, resource, and check-in. Allow accommodations and revision instead of comparing people.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding." ], "type": "work", "variantKey": "g6:feelings:goals-6", "completionId": "68-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.goals-7.v1", "prompt": "Discussion lab: a shared project leaves one member with an unfair workload.", "discussionTurns": [ "Design a realistic goal with a step, resource, and check-in. Allow accommodations and revision instead of comparing people.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding." ], "type": "work", "variantKey": "g6:feelings:goals-7", "completionId": "78-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.goals-8.v1", "prompt": "Discussion lab: a newcomer wants to participate but needs a different communication format.", "discussionTurns": [ "Design a realistic goal with a step, resource, and check-in. Allow accommodations and revision instead of comparing people.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding." ], "type": "work", "variantKey": "g6:feelings:goals-8", "completionId": "88-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.goals-9.v1", "prompt": "Discussion lab: a friend offers help that does not match what the other person asked for.", "discussionTurns": [ "Design a realistic goal with a step, resource, and check-in. Allow accommodations and revision instead of comparing people.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip chooses a small observable step, identifies support, and adjusts a goal when the plan is too demanding." ], "type": "work", "variantKey": "g6:feelings:goals-9", "completionId": "98-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Create evidence-based, respectful support messages", "standard": "6-8.H.8.1.1–4", "demo": [ "Pause, consider, and connect", "Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame." ], "prerequisites": [], "id": "g6.feelings.advocacy", "grade": 6, "subject": "g6-feelings", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/ICS-Health.pdf", "standardVersion": "Idaho Health 6–8 · June 1, 2023", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.feelings.advocacy-0.v1", "prompt": "Discussion lab: a fictional club’s group chat pressures members to answer late at night.", "discussionTurns": [ "Create a supportive message for the situation, explain its audience, and check that it respects choice and avoids unsupported health claims.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame." ], "type": "work", "variantKey": "g6:feelings:advocacy-0", "completionId": "9-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.advocacy-1.v1", "prompt": "Discussion lab: a project leader mistakes a quiet teammate’s silence for agreement.", "discussionTurns": [ "Create a supportive message for the situation, explain its audience, and check that it respects choice and avoids unsupported health claims.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame." ], "type": "work", "variantKey": "g6:feelings:advocacy-1", "completionId": "19-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.advocacy-2.v1", "prompt": "Discussion lab: a sponsored post promises instant confidence after buying a product.", "discussionTurns": [ "Create a supportive message for the situation, explain its audience, and check that it respects choice and avoids unsupported health claims.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame." ], "type": "work", "variantKey": "g6:feelings:advocacy-2", "completionId": "29-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.advocacy-3.v1", "prompt": "Discussion lab: a character feels caught between a group commitment and needed rest.", "discussionTurns": [ "Create a supportive message for the situation, explain its audience, and check that it respects choice and avoids unsupported health claims.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame." ], "type": "work", "variantKey": "g6:feelings:advocacy-3", "completionId": "39-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.advocacy-4.v1", "prompt": "Discussion lab: a student wants to leave an uncomfortable online conversation.", "discussionTurns": [ "Create a supportive message for the situation, explain its audience, and check that it respects choice and avoids unsupported health claims.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame." ], "type": "work", "variantKey": "g6:feelings:advocacy-4", "completionId": "49-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.advocacy-5.v1", "prompt": "Discussion lab: a team’s joke continues after one member asks it to stop.", "discussionTurns": [ "Create a supportive message for the situation, explain its audience, and check that it respects choice and avoids unsupported health claims.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame." ], "type": "work", "variantKey": "g6:feelings:advocacy-5", "completionId": "59-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.advocacy-6.v1", "prompt": "Discussion lab: a character receives conflicting advice about a well-being claim.", "discussionTurns": [ "Create a supportive message for the situation, explain its audience, and check that it respects choice and avoids unsupported health claims.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame." ], "type": "work", "variantKey": "g6:feelings:advocacy-6", "completionId": "69-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.advocacy-7.v1", "prompt": "Discussion lab: a shared project leaves one member with an unfair workload.", "discussionTurns": [ "Create a supportive message for the situation, explain its audience, and check that it respects choice and avoids unsupported health claims.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame." ], "type": "work", "variantKey": "g6:feelings:advocacy-7", "completionId": "79-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.advocacy-8.v1", "prompt": "Discussion lab: a newcomer wants to participate but needs a different communication format.", "discussionTurns": [ "Create a supportive message for the situation, explain its audience, and check that it respects choice and avoids unsupported health claims.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame." ], "type": "work", "variantKey": "g6:feelings:advocacy-8", "completionId": "89-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.feelings.advocacy-9.v1", "prompt": "Discussion lab: a friend offers help that does not match what the other person asked for.", "discussionTurns": [ "Create a supportive message for the situation, explain its audience, and check that it respects choice and avoids unsupported health claims.", "Role-play or describe one response. Ask what each person knows, needs, and has the right to decline.", "Reflect on the response with a grown-up. Identify when more support is needed; participation is not proof of real-world behavior." ], "hint": "Use fictional characters with a grown-up. You may pass, change the example, or discuss on paper. Do not share private experiences or personal health information. Real-life behavior and feelings are never automatically graded.", "demonstration": [ "Pause, consider, and connect", "Pip adapts a supportive message for its audience and checks that it is accurate, accessible, and free of shame." ], "type": "work", "variantKey": "g6:feelings:advocacy-9", "completionId": "99-103", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Sightread rhythmic and melodic notation", "standard": "6-12.MU:GM.2.3", "demo": [ "Read before hearing a model", "Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model." ], "prerequisites": [], "id": "g6.music.notation", "grade": 6, "subject": "g6-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 6–12 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.music.notation-0.v1", "prompt": "Read this new melodic pattern before hearing a model.", "hint": "Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.", "demonstration": [ "Read before hearing a model", "Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model." ], "workspace": "compose", "notes": [ 0, 2, 1, 3, 2, 4, 3, 0 ], "type": "work", "variantKey": "g6:music:notation-0", "completionId": "0-104", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.notation-1.v1", "prompt": "Read this new melodic pattern before hearing a model.", "hint": "Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.", "demonstration": [ "Read before hearing a model", "Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model." ], "workspace": "compose", "notes": [ 2, 1, 3, 2, 4, 3, 5, 2 ], "type": "work", "variantKey": "g6:music:notation-1", "completionId": "10-104", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.notation-2.v1", "prompt": "Read this new melodic pattern before hearing a model.", "hint": "Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.", "demonstration": [ "Read before hearing a model", "Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model." ], "workspace": "compose", "notes": [ 4, 2, 3, 1, 2, 0, 1, 4 ], "type": "work", "variantKey": "g6:music:notation-2", "completionId": "20-104", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.notation-3.v1", "prompt": "Read this new melodic pattern before hearing a model.", "hint": "Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.", "demonstration": [ "Read before hearing a model", "Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model." ], "workspace": "compose", "notes": [ 0, 1, 2, 4, 3, 2, 1, 0 ], "type": "work", "variantKey": "g6:music:notation-3", "completionId": "30-104", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.notation-4.v1", "prompt": "Read this new melodic pattern before hearing a model.", "hint": "Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.", "demonstration": [ "Read before hearing a model", "Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model." ], "workspace": "compose", "notes": [ 6, 4, 5, 3, 4, 2, 3, 6 ], "type": "work", "variantKey": "g6:music:notation-4", "completionId": "40-104", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.notation-5.v1", "prompt": "Read this new melodic pattern before hearing a model.", "hint": "Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.", "demonstration": [ "Read before hearing a model", "Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model." ], "workspace": "compose", "notes": [ 1, 2, 4, 3, 5, 4, 2, 1 ], "type": "work", "variantKey": "g6:music:notation-5", "completionId": "50-104", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.notation-6.v1", "prompt": "Read this new melodic pattern before hearing a model.", "hint": "Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.", "demonstration": [ "Read before hearing a model", "Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model." ], "workspace": "compose", "notes": [ 3, 1, 2, 0, 2, 4, 3, 1 ], "type": "work", "variantKey": "g6:music:notation-6", "completionId": "60-104", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.notation-7.v1", "prompt": "Read this new melodic pattern before hearing a model.", "hint": "Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.", "demonstration": [ "Read before hearing a model", "Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model." ], "workspace": "compose", "notes": [ 2, 3, 1, 4, 2, 5, 3, 0 ], "type": "work", "variantKey": "g6:music:notation-7", "completionId": "70-104", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.notation-8.v1", "prompt": "Read this new melodic pattern before hearing a model.", "hint": "Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.", "demonstration": [ "Read before hearing a model", "Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model." ], "workspace": "compose", "notes": [ 4, 5, 3, 6, 4, 2, 3, 4 ], "type": "work", "variantKey": "g6:music:notation-8", "completionId": "80-104", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.notation-9.v1", "prompt": "Read this new melodic pattern before hearing a model.", "hint": "Use a comfortable pace and a safe instrument or voice. Ask a grown-up to observe the first reading. If you use note-name labels or Pip’s model, record that support; keyboard taps alone are not sightreading evidence.", "demonstration": [ "Read before hearing a model", "Pip scans the notation, identifies pattern and direction, then tries a first reading before asking for a model." ], "workspace": "compose", "notes": [ 0, 2, 4, 3, 1, 2, 5, 0 ], "type": "work", "variantKey": "g6:music:notation-9", "completionId": "90-104", "supportLevel": "model-visible", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Create phrases within musical forms", "standard": "6-12.MU:GM.1.1–2", "demo": [ "A phrase has a role in the whole", "Pip creates an opening, contrast, and return, recording the plan with notation or symbols." ], "prerequisites": [], "id": "g6.music.form", "grade": 6, "subject": "g6-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 6–12 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.music.form-0.v1", "prompt": "Compose an ABA form with a changed return.", "hint": "Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.", "demonstration": [ "A phrase has a role in the whole", "Pip creates an opening, contrast, and return, recording the plan with notation or symbols." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:form-0", "completionId": "1-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.form-1.v1", "prompt": "Compose a call and response with equal phrase lengths.", "hint": "Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.", "demonstration": [ "A phrase has a role in the whole", "Pip creates an opening, contrast, and return, recording the plan with notation or symbols." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:form-1", "completionId": "11-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.form-2.v1", "prompt": "Compose a theme and two variations.", "hint": "Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.", "demonstration": [ "A phrase has a role in the whole", "Pip creates an opening, contrast, and return, recording the plan with notation or symbols." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:form-2", "completionId": "21-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.form-3.v1", "prompt": "Compose a phrase ending with a deliberate unresolved feeling.", "hint": "Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.", "demonstration": [ "A phrase has a role in the whole", "Pip creates an opening, contrast, and return, recording the plan with notation or symbols." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:form-3", "completionId": "31-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.form-4.v1", "prompt": "Compose an opening that returns in shorter form.", "hint": "Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.", "demonstration": [ "A phrase has a role in the whole", "Pip creates an opening, contrast, and return, recording the plan with notation or symbols." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:form-4", "completionId": "41-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.form-5.v1", "prompt": "Compose two contrasting eight-beat phrases.", "hint": "Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.", "demonstration": [ "A phrase has a role in the whole", "Pip creates an opening, contrast, and return, recording the plan with notation or symbols." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:form-5", "completionId": "51-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.form-6.v1", "prompt": "Compose a repeated accompaniment pattern and a melody outline.", "hint": "Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.", "demonstration": [ "A phrase has a role in the whole", "Pip creates an opening, contrast, and return, recording the plan with notation or symbols." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:form-6", "completionId": "61-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.form-7.v1", "prompt": "Compose a form that gradually adds activity.", "hint": "Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.", "demonstration": [ "A phrase has a role in the whole", "Pip creates an opening, contrast, and return, recording the plan with notation or symbols." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:form-7", "completionId": "71-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.form-8.v1", "prompt": "Compose a phrase with a pause at its turning point.", "hint": "Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.", "demonstration": [ "A phrase has a role in the whole", "Pip creates an opening, contrast, and return, recording the plan with notation or symbols." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:form-8", "completionId": "81-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.form-9.v1", "prompt": "Compose a short rondo plan with a recurring A section.", "hint": "Use notes and rests here or an external instrument. Represent the full structure on paper, label sections, and explain how a listener can recognize the form.", "demonstration": [ "A phrase has a role in the whole", "Pip creates an opening, contrast, and return, recording the plan with notation or symbols." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:form-9", "completionId": "91-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Create and represent harmonic accompaniments", "standard": "6-12.MU:GM.1.1–2", "demo": [ "Listen to parts together", "Pip compares two accompaniments under the same melody using a real instrument and explains the effect." ], "prerequisites": [], "id": "g6.music.harmony", "grade": 6, "subject": "g6-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 6–12 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.music.harmony-0.v1", "prompt": "Explore a drone under a changing melody with a grown-up.", "hint": "Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.", "demonstration": [ "Listen to parts together", "Pip compares two accompaniments under the same melody using a real instrument and explains the effect." ], "type": "work", "variantKey": "g6:music:harmony-0", "completionId": "2-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.harmony-1.v1", "prompt": "Explore two chord choices for the same final note with a grown-up.", "hint": "Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.", "demonstration": [ "Listen to parts together", "Pip compares two accompaniments under the same melody using a real instrument and explains the effect." ], "type": "work", "variantKey": "g6:music:harmony-1", "completionId": "12-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.harmony-2.v1", "prompt": "Explore a repeating two-chord accompaniment with a grown-up.", "hint": "Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.", "demonstration": [ "Listen to parts together", "Pip compares two accompaniments under the same melody using a real instrument and explains the effect." ], "type": "work", "variantKey": "g6:music:harmony-2", "completionId": "22-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.harmony-3.v1", "prompt": "Explore a sparse accompaniment with space for a melody with a grown-up.", "hint": "Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.", "demonstration": [ "Listen to parts together", "Pip compares two accompaniments under the same melody using a real instrument and explains the effect." ], "type": "work", "variantKey": "g6:music:harmony-3", "completionId": "32-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.harmony-4.v1", "prompt": "Explore a sustained harmony versus a broken-chord pattern with a grown-up.", "hint": "Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.", "demonstration": [ "Listen to parts together", "Pip compares two accompaniments under the same melody using a real instrument and explains the effect." ], "type": "work", "variantKey": "g6:music:harmony-4", "completionId": "42-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.harmony-5.v1", "prompt": "Explore two contrasting harmonic endings with a grown-up.", "hint": "Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.", "demonstration": [ "Listen to parts together", "Pip compares two accompaniments under the same melody using a real instrument and explains the effect." ], "type": "work", "variantKey": "g6:music:harmony-5", "completionId": "52-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.harmony-6.v1", "prompt": "Explore an accompaniment that changes at a phrase boundary with a grown-up.", "hint": "Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.", "demonstration": [ "Listen to parts together", "Pip compares two accompaniments under the same melody using a real instrument and explains the effect." ], "type": "work", "variantKey": "g6:music:harmony-6", "completionId": "62-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.harmony-7.v1", "prompt": "Explore a melody and a bass part with different roles with a grown-up.", "hint": "Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.", "demonstration": [ "Listen to parts together", "Pip compares two accompaniments under the same melody using a real instrument and explains the effect." ], "type": "work", "variantKey": "g6:music:harmony-7", "completionId": "72-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.harmony-8.v1", "prompt": "Explore a harmony that supports an ABA return with a grown-up.", "hint": "Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.", "demonstration": [ "Listen to parts together", "Pip compares two accompaniments under the same melody using a real instrument and explains the effect." ], "type": "work", "variantKey": "g6:music:harmony-8", "completionId": "82-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.harmony-9.v1", "prompt": "Explore two arrangements with different textures with a grown-up.", "hint": "Use a real instrument, partners, or an adult-selected recording for simultaneous sounds. The site’s keyboard plays one melodic line. Notate the parts on paper and explain a choice; no microphone recording is needed.", "demonstration": [ "Listen to parts together", "Pip compares two accompaniments under the same melody using a real instrument and explains the effect." ], "type": "work", "variantKey": "g6:music:harmony-9", "completionId": "92-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Arrange a musical idea for a purpose", "standard": "6-12.MU:GM.1.2", "demo": [ "Preserve a feature, change the setting", "Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source." ], "prerequisites": [], "id": "g6.music.arrangement", "grade": 6, "subject": "g6-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 6–12 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.music.arrangement-0.v1", "prompt": "Arrange an original or adult-approved phrase for a quiet welcome.", "hint": "Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.", "demonstration": [ "Preserve a feature, change the setting", "Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:arrangement-0", "completionId": "3-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.arrangement-1.v1", "prompt": "Arrange an original or adult-approved phrase for a transition between scenes.", "hint": "Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.", "demonstration": [ "Preserve a feature, change the setting", "Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:arrangement-1", "completionId": "13-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.arrangement-2.v1", "prompt": "Arrange an original or adult-approved phrase for an energetic entrance.", "hint": "Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.", "demonstration": [ "Preserve a feature, change the setting", "Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:arrangement-2", "completionId": "23-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.arrangement-3.v1", "prompt": "Arrange an original or adult-approved phrase for a reflective ending.", "hint": "Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.", "demonstration": [ "Preserve a feature, change the setting", "Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:arrangement-3", "completionId": "33-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.arrangement-4.v1", "prompt": "Arrange an original or adult-approved phrase for a procession at a comfortable pace.", "hint": "Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.", "demonstration": [ "Preserve a feature, change the setting", "Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:arrangement-4", "completionId": "43-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.arrangement-5.v1", "prompt": "Arrange an original or adult-approved phrase for a short question-and-answer exchange.", "hint": "Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.", "demonstration": [ "Preserve a feature, change the setting", "Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:arrangement-5", "completionId": "53-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.arrangement-6.v1", "prompt": "Arrange an original or adult-approved phrase for an introduction for a fictional exhibit.", "hint": "Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.", "demonstration": [ "Preserve a feature, change the setting", "Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:arrangement-6", "completionId": "63-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.arrangement-7.v1", "prompt": "Arrange an original or adult-approved phrase for a contrast between two characters.", "hint": "Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.", "demonstration": [ "Preserve a feature, change the setting", "Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:arrangement-7", "completionId": "73-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.arrangement-8.v1", "prompt": "Arrange an original or adult-approved phrase for a repeated idea that develops tension.", "hint": "Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.", "demonstration": [ "Preserve a feature, change the setting", "Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:arrangement-8", "completionId": "83-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.arrangement-9.v1", "prompt": "Arrange an original or adult-approved phrase for an ending that recalls an opening.", "hint": "Choose what to preserve and what to change in rhythm, melody, texture, or phrasing. Credit any source, represent the arrangement, and explain its purpose.", "demonstration": [ "Preserve a feature, change the setting", "Pip keeps a tune’s outline but changes texture and phrasing for a new purpose, crediting the original source." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:arrangement-9", "completionId": "93-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Self-evaluate and refine with appropriate criteria", "standard": "6-12.MU:GM.2.1", "demo": [ "Criteria → evidence → revision", "Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions." ], "prerequisites": [ "g6.music.form" ], "id": "g6.music.revision", "grade": 6, "subject": "g6-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 6–12 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.music.revision-0.v1", "prompt": "Refine a piece using this criterion: clarity of the main idea.", "hint": "State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.", "demonstration": [ "Criteria → evidence → revision", "Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:revision-0", "completionId": "4-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.revision-1.v1", "prompt": "Refine a piece using this criterion: a recognizable return.", "hint": "State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.", "demonstration": [ "Criteria → evidence → revision", "Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:revision-1", "completionId": "14-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.revision-2.v1", "prompt": "Refine a piece using this criterion: balance between melody and accompaniment.", "hint": "State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.", "demonstration": [ "Criteria → evidence → revision", "Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:revision-2", "completionId": "24-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.revision-3.v1", "prompt": "Refine a piece using this criterion: effective use of silence.", "hint": "State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.", "demonstration": [ "Criteria → evidence → revision", "Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:revision-3", "completionId": "34-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.revision-4.v1", "prompt": "Refine a piece using this criterion: contrast between sections.", "hint": "State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.", "demonstration": [ "Criteria → evidence → revision", "Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:revision-4", "completionId": "44-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.revision-5.v1", "prompt": "Refine a piece using this criterion: a purposeful ending.", "hint": "State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.", "demonstration": [ "Criteria → evidence → revision", "Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:revision-5", "completionId": "54-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.revision-6.v1", "prompt": "Refine a piece using this criterion: readability of the notation.", "hint": "State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.", "demonstration": [ "Criteria → evidence → revision", "Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:revision-6", "completionId": "64-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.revision-7.v1", "prompt": "Refine a piece using this criterion: comfortable performance.", "hint": "State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.", "demonstration": [ "Criteria → evidence → revision", "Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:revision-7", "completionId": "74-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.revision-8.v1", "prompt": "Refine a piece using this criterion: coherence after a variation.", "hint": "State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.", "demonstration": [ "Criteria → evidence → revision", "Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:revision-8", "completionId": "84-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.revision-9.v1", "prompt": "Refine a piece using this criterion: fit for the intended audience.", "hint": "State what success would sound like, identify specific evidence, make a revision, and compare versions. A grown-up can offer feedback; artistic quality is not automatically graded.", "demonstration": [ "Criteria → evidence → revision", "Pip decides what a piece should communicate, checks evidence in the music, and compares two revisions." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:revision-9", "completionId": "94-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Compare the effects of musical elements", "standard": "6-12.MU:GM.2.2", "demo": [ "Change one musical choice", "Pip compares the same phrase at two tempos and describes how that change affects its character." ], "prerequisites": [], "id": "g6.music.elements", "grade": 6, "subject": "g6-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 6–12 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.music.elements-0.v1", "prompt": "Compare the effects of fast and slow tempo.", "hint": "Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.", "demonstration": [ "Change one musical choice", "Pip compares the same phrase at two tempos and describes how that change affects its character." ], "workspace": "compose", "notes": [ 0, 2, 1, 3, 2, 4, 3, 0 ], "type": "work", "variantKey": "g6:music:elements-0", "completionId": "5-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.elements-1.v1", "prompt": "Compare the effects of smooth and detached articulation.", "hint": "Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.", "demonstration": [ "Change one musical choice", "Pip compares the same phrase at two tempos and describes how that change affects its character." ], "workspace": "compose", "notes": [ 2, 1, 3, 2, 4, 3, 5, 2 ], "type": "work", "variantKey": "g6:music:elements-1", "completionId": "15-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.elements-2.v1", "prompt": "Compare the effects of dense and sparse texture.", "hint": "Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.", "demonstration": [ "Change one musical choice", "Pip compares the same phrase at two tempos and describes how that change affects its character." ], "workspace": "compose", "notes": [ 4, 2, 3, 1, 2, 0, 1, 4 ], "type": "work", "variantKey": "g6:music:elements-2", "completionId": "25-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.elements-3.v1", "prompt": "Compare the effects of high and low register.", "hint": "Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.", "demonstration": [ "Change one musical choice", "Pip compares the same phrase at two tempos and describes how that change affects its character." ], "workspace": "compose", "notes": [ 0, 1, 2, 4, 3, 2, 1, 0 ], "type": "work", "variantKey": "g6:music:elements-3", "completionId": "35-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.elements-4.v1", "prompt": "Compare the effects of steady and interrupted rhythm.", "hint": "Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.", "demonstration": [ "Change one musical choice", "Pip compares the same phrase at two tempos and describes how that change affects its character." ], "workspace": "compose", "notes": [ 6, 4, 5, 3, 4, 2, 3, 6 ], "type": "work", "variantKey": "g6:music:elements-4", "completionId": "45-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.elements-5.v1", "prompt": "Compare the effects of loud and soft dynamics at safe volume.", "hint": "Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.", "demonstration": [ "Change one musical choice", "Pip compares the same phrase at two tempos and describes how that change affects its character." ], "workspace": "compose", "notes": [ 1, 2, 4, 3, 5, 4, 2, 1 ], "type": "work", "variantKey": "g6:music:elements-5", "completionId": "55-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.elements-6.v1", "prompt": "Compare the effects of short and long phrases.", "hint": "Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.", "demonstration": [ "Change one musical choice", "Pip compares the same phrase at two tempos and describes how that change affects its character." ], "workspace": "compose", "notes": [ 3, 1, 2, 0, 2, 4, 3, 1 ], "type": "work", "variantKey": "g6:music:elements-6", "completionId": "65-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.elements-7.v1", "prompt": "Compare the effects of stepwise and leaping motion.", "hint": "Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.", "demonstration": [ "Change one musical choice", "Pip compares the same phrase at two tempos and describes how that change affects its character." ], "workspace": "compose", "notes": [ 2, 3, 1, 4, 2, 5, 3, 0 ], "type": "work", "variantKey": "g6:music:elements-7", "completionId": "75-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.elements-8.v1", "prompt": "Compare the effects of repetition and contrast.", "hint": "Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.", "demonstration": [ "Change one musical choice", "Pip compares the same phrase at two tempos and describes how that change affects its character." ], "workspace": "compose", "notes": [ 4, 5, 3, 6, 4, 2, 3, 4 ], "type": "work", "variantKey": "g6:music:elements-8", "completionId": "85-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.elements-9.v1", "prompt": "Compare the effects of a gradual and a sudden change.", "hint": "Use one phrase in two versions or adult-selected examples. Describe audible evidence, the effect on a listener, and what stayed the same.", "demonstration": [ "Change one musical choice", "Pip compares the same phrase at two tempos and describes how that change affects its character." ], "workspace": "compose", "notes": [ 0, 2, 4, 3, 1, 2, 5, 0 ], "type": "work", "variantKey": "g6:music:elements-9", "completionId": "95-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Perform contrasting pieces with interpretive choices", "standard": "6-12.MU:GM.3.1–2", "demo": [ "Intention guides interpretation", "Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference." ], "prerequisites": [], "id": "g6.music.performance", "grade": 6, "subject": "g6-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 6–12 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.music.performance-0.v1", "prompt": "Perform two contrasting versions for a quiet welcome.", "hint": "Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.", "demonstration": [ "Intention guides interpretation", "Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:performance-0", "completionId": "6-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.performance-1.v1", "prompt": "Perform two contrasting versions for a transition between scenes.", "hint": "Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.", "demonstration": [ "Intention guides interpretation", "Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:performance-1", "completionId": "16-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.performance-2.v1", "prompt": "Perform two contrasting versions for an energetic entrance.", "hint": "Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.", "demonstration": [ "Intention guides interpretation", "Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:performance-2", "completionId": "26-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.performance-3.v1", "prompt": "Perform two contrasting versions for a reflective ending.", "hint": "Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.", "demonstration": [ "Intention guides interpretation", "Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:performance-3", "completionId": "36-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.performance-4.v1", "prompt": "Perform two contrasting versions for a procession at a comfortable pace.", "hint": "Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.", "demonstration": [ "Intention guides interpretation", "Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:performance-4", "completionId": "46-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.performance-5.v1", "prompt": "Perform two contrasting versions for a short question-and-answer exchange.", "hint": "Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.", "demonstration": [ "Intention guides interpretation", "Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:performance-5", "completionId": "56-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.performance-6.v1", "prompt": "Perform two contrasting versions for an introduction for a fictional exhibit.", "hint": "Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.", "demonstration": [ "Intention guides interpretation", "Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:performance-6", "completionId": "66-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.performance-7.v1", "prompt": "Perform two contrasting versions for a contrast between two characters.", "hint": "Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.", "demonstration": [ "Intention guides interpretation", "Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:performance-7", "completionId": "76-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.performance-8.v1", "prompt": "Perform two contrasting versions for a repeated idea that develops tension.", "hint": "Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.", "demonstration": [ "Intention guides interpretation", "Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:performance-8", "completionId": "86-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.performance-9.v1", "prompt": "Perform two contrasting versions for an ending that recalls an opening.", "hint": "Use a voice, safe instrument, or the composer. Explain phrasing, tempo, and dynamics, invite an informal listener, and reflect on whether the interpretation communicated your intention.", "demonstration": [ "Intention guides interpretation", "Pip chooses phrasing and dynamics for two contrasting pieces and explains the intended difference." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:performance-9", "completionId": "96-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Evaluate with personal criteria and consider audience context", "standard": "6-12.MU:GM.4.1–2", "demo": [ "A preference needs musical evidence", "Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention." ], "prerequisites": [], "id": "g6.music.response", "grade": 6, "subject": "g6-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 6–12 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.music.response-0.v1", "prompt": "Develop personal listening criteria about clarity of the main idea.", "hint": "Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.", "demonstration": [ "A preference needs musical evidence", "Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention." ], "type": "work", "variantKey": "g6:music:response-0", "completionId": "7-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.response-1.v1", "prompt": "Develop personal listening criteria about a recognizable return.", "hint": "Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.", "demonstration": [ "A preference needs musical evidence", "Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention." ], "type": "work", "variantKey": "g6:music:response-1", "completionId": "17-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.response-2.v1", "prompt": "Develop personal listening criteria about balance between melody and accompaniment.", "hint": "Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.", "demonstration": [ "A preference needs musical evidence", "Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention." ], "type": "work", "variantKey": "g6:music:response-2", "completionId": "27-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.response-3.v1", "prompt": "Develop personal listening criteria about effective use of silence.", "hint": "Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.", "demonstration": [ "A preference needs musical evidence", "Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention." ], "type": "work", "variantKey": "g6:music:response-3", "completionId": "37-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.response-4.v1", "prompt": "Develop personal listening criteria about contrast between sections.", "hint": "Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.", "demonstration": [ "A preference needs musical evidence", "Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention." ], "type": "work", "variantKey": "g6:music:response-4", "completionId": "47-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.response-5.v1", "prompt": "Develop personal listening criteria about a purposeful ending.", "hint": "Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.", "demonstration": [ "A preference needs musical evidence", "Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention." ], "type": "work", "variantKey": "g6:music:response-5", "completionId": "57-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.response-6.v1", "prompt": "Develop personal listening criteria about readability of the notation.", "hint": "Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.", "demonstration": [ "A preference needs musical evidence", "Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention." ], "type": "work", "variantKey": "g6:music:response-6", "completionId": "67-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.response-7.v1", "prompt": "Develop personal listening criteria about comfortable performance.", "hint": "Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.", "demonstration": [ "A preference needs musical evidence", "Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention." ], "type": "work", "variantKey": "g6:music:response-7", "completionId": "77-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.response-8.v1", "prompt": "Develop personal listening criteria about coherence after a variation.", "hint": "Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.", "demonstration": [ "A preference needs musical evidence", "Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention." ], "type": "work", "variantKey": "g6:music:response-8", "completionId": "87-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.response-9.v1", "prompt": "Develop personal listening criteria about fit for the intended audience.", "hint": "Choose two credited works or performances with an adult. Cite musical evidence, distinguish preference from intention, and discuss audience behavior appropriate to the venue and purpose.", "demonstration": [ "A preference needs musical evidence", "Pip states a criterion, points to musical evidence, and distinguishes personal preference from the performer’s intention." ], "type": "work", "variantKey": "g6:music:response-9", "completionId": "97-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Compare musical genres, cultures and historical contexts", "standard": "6-12.MU:GM.5.1", "demo": [ "Specific makers, purposes, and places", "Pip compares credited examples in their contexts without treating one work as representative of every person in a culture." ], "prerequisites": [], "id": "g6.music.context", "grade": 6, "subject": "g6-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 6–12 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.music.context-0.v1", "prompt": "Compare two versions of a community celebration song.", "hint": "An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.", "demonstration": [ "Specific makers, purposes, and places", "Pip compares credited examples in their contexts without treating one work as representative of every person in a culture." ], "type": "work", "variantKey": "g6:music:context-0", "completionId": "8-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.context-1.v1", "prompt": "Compare a historical and a contemporary dance example.", "hint": "An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.", "demonstration": [ "Specific makers, purposes, and places", "Pip compares credited examples in their contexts without treating one work as representative of every person in a culture." ], "type": "work", "variantKey": "g6:music:context-1", "completionId": "18-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.context-2.v1", "prompt": "Compare two arrangements of the same credited melody.", "hint": "An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.", "demonstration": [ "Specific makers, purposes, and places", "Pip compares credited examples in their contexts without treating one work as representative of every person in a culture." ], "type": "work", "variantKey": "g6:music:context-2", "completionId": "28-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.context-3.v1", "prompt": "Compare music for a public ceremony and for private practice.", "hint": "An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.", "demonstration": [ "Specific makers, purposes, and places", "Pip compares credited examples in their contexts without treating one work as representative of every person in a culture." ], "type": "work", "variantKey": "g6:music:context-3", "completionId": "38-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.context-4.v1", "prompt": "Compare a local composer and a composer from another region.", "hint": "An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.", "demonstration": [ "Specific makers, purposes, and places", "Pip compares credited examples in their contexts without treating one work as representative of every person in a culture." ], "type": "work", "variantKey": "g6:music:context-4", "completionId": "48-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.context-5.v1", "prompt": "Compare a work shared orally and a notated arrangement.", "hint": "An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.", "demonstration": [ "Specific makers, purposes, and places", "Pip compares credited examples in their contexts without treating one work as representative of every person in a culture." ], "type": "work", "variantKey": "g6:music:context-5", "completionId": "58-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.context-6.v1", "prompt": "Compare music connected with migration in a specific community.", "hint": "An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.", "demonstration": [ "Specific makers, purposes, and places", "Pip compares credited examples in their contexts without treating one work as representative of every person in a culture." ], "type": "work", "variantKey": "g6:music:context-6", "completionId": "68-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.context-7.v1", "prompt": "Compare two examples using similar instruments for different purposes.", "hint": "An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.", "demonstration": [ "Specific makers, purposes, and places", "Pip compares credited examples in their contexts without treating one work as representative of every person in a culture." ], "type": "work", "variantKey": "g6:music:context-7", "completionId": "78-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.context-8.v1", "prompt": "Compare a work whose meaning depends on a particular event.", "hint": "An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.", "demonstration": [ "Specific makers, purposes, and places", "Pip compares credited examples in their contexts without treating one work as representative of every person in a culture." ], "type": "work", "variantKey": "g6:music:context-8", "completionId": "88-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.context-9.v1", "prompt": "Compare a contemporary artist drawing on a documented tradition.", "hint": "An adult selects appropriate, credited recordings and contextual sources, including artists’ own accounts where possible. Name specific makers and settings, avoid stereotypes, and respect restrictions on sacred or private music.", "demonstration": [ "Specific makers, purposes, and places", "Pip compares credited examples in their contexts without treating one work as representative of every person in a culture." ], "type": "work", "variantKey": "g6:music:context-9", "completionId": "98-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Explain relationships between music and other disciplines", "standard": "6-12.MU:GM.5.2", "demo": [ "Explain the artistic effect", "Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation." ], "prerequisites": [], "id": "g6.music.connection", "grade": 6, "subject": "g6-music", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/General-Music-Standards.pdf", "standardVersion": "Idaho General Music 6–12 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.music.connection-0.v1", "prompt": "Explain a musical connection to a poem’s line breaks.", "hint": "Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.", "demonstration": [ "Explain the artistic effect", "Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:connection-0", "completionId": "9-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.connection-1.v1", "prompt": "Explain a musical connection to an abstract painting’s repeated forms.", "hint": "Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.", "demonstration": [ "Explain the artistic effect", "Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:connection-1", "completionId": "19-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.connection-2.v1", "prompt": "Explain a musical connection to a theatrical scene’s pacing.", "hint": "Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.", "demonstration": [ "Explain the artistic effect", "Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:connection-2", "completionId": "29-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.connection-3.v1", "prompt": "Explain a musical connection to a dance phrase’s movement.", "hint": "Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.", "demonstration": [ "Explain the artistic effect", "Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:connection-3", "completionId": "39-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.connection-4.v1", "prompt": "Explain a musical connection to a mathematical repeating pattern.", "hint": "Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.", "demonstration": [ "Explain the artistic effect", "Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:connection-4", "completionId": "49-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.connection-5.v1", "prompt": "Explain a musical connection to a film scene without dialogue.", "hint": "Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.", "demonstration": [ "Explain the artistic effect", "Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:connection-5", "completionId": "59-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.connection-6.v1", "prompt": "Explain a musical connection to a historical event’s public commemoration.", "hint": "Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.", "demonstration": [ "Explain the artistic effect", "Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:connection-6", "completionId": "69-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.connection-7.v1", "prompt": "Explain a musical connection to an environmental soundscape.", "hint": "Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.", "demonstration": [ "Explain the artistic effect", "Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:connection-7", "completionId": "79-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.connection-8.v1", "prompt": "Explain a musical connection to a story’s changing viewpoint.", "hint": "Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.", "demonstration": [ "Explain the artistic effect", "Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:connection-8", "completionId": "89-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.music.connection-9.v1", "prompt": "Explain a musical connection to a visual sequence of contrast and return.", "hint": "Create or select an example with an adult. Identify specific relationships and explain how combining the disciplines changes the artistic effect, rather than only naming a similarity.", "demonstration": [ "Explain the artistic effect", "Pip connects a musical rhythm to a poem’s phrasing and explains what is gained or changed in the translation." ], "workspace": "compose", "type": "work", "variantKey": "g6:music:connection-9", "completionId": "99-104", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Use a creative process to develop an intention", "standard": "6-8.VA.1.1", "demo": [ "Look, make, and reflect", "Pip makes several thumbnails, chooses one for a reason, and keeps room for revision." ], "prerequisites": [], "id": "g6.art.plan", "grade": 6, "subject": "g6-art", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf", "standardVersion": "Idaho Visual Arts 6–8 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.art.plan-0.v1", "prompt": "Art studio: a public space seen from two viewpoints.", "hint": "Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip makes several thumbnails, chooses one for a reason, and keeps room for revision." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:plan-0", "completionId": "0-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.plan-1.v1", "prompt": "Art studio: a pathway connecting different places.", "hint": "Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip makes several thumbnails, chooses one for a reason, and keeps room for revision." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:plan-1", "completionId": "10-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.plan-2.v1", "prompt": "Art studio: a familiar object made strange by scale.", "hint": "Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip makes several thumbnails, chooses one for a reason, and keeps room for revision." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:plan-2", "completionId": "20-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.plan-3.v1", "prompt": "Art studio: a sequence about repair and change.", "hint": "Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip makes several thumbnails, chooses one for a reason, and keeps room for revision." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:plan-3", "completionId": "30-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.plan-4.v1", "prompt": "Art studio: a visual record of a place over time.", "hint": "Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip makes several thumbnails, chooses one for a reason, and keeps room for revision." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:plan-4", "completionId": "40-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.plan-5.v1", "prompt": "Art studio: an invitation that includes different kinds of visitors.", "hint": "Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip makes several thumbnails, chooses one for a reason, and keeps room for revision." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:plan-5", "completionId": "50-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.plan-6.v1", "prompt": "Art studio: a contrast between a boundary and an opening.", "hint": "Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip makes several thumbnails, chooses one for a reason, and keeps room for revision." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:plan-6", "completionId": "60-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.plan-7.v1", "prompt": "Art studio: a pattern shaped by available materials.", "hint": "Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip makes several thumbnails, chooses one for a reason, and keeps room for revision." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:plan-7", "completionId": "70-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.plan-8.v1", "prompt": "Art studio: a story told through empty space.", "hint": "Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip makes several thumbnails, chooses one for a reason, and keeps room for revision." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:plan-8", "completionId": "80-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.plan-9.v1", "prompt": "Art studio: a message whose meaning changes with its setting.", "hint": "Create three thumbnail plans with different visual approaches. Choose one and explain how it serves your intention. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip makes several thumbnails, chooses one for a reason, and keeps room for revision." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:plan-9", "completionId": "90-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Develop techniques through material experiments", "standard": "6-8.VA.2.1", "demo": [ "Look, make, and reflect", "Pip tests two safe materials on small samples and records how their effects differ." ], "prerequisites": [], "id": "g6.art.experiment", "grade": 6, "subject": "g6-art", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf", "standardVersion": "Idaho Visual Arts 6–8 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.art.experiment-0.v1", "prompt": "Art studio: a public space seen from two viewpoints.", "hint": "Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip tests two safe materials on small samples and records how their effects differ." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:experiment-0", "completionId": "1-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.experiment-1.v1", "prompt": "Art studio: a pathway connecting different places.", "hint": "Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip tests two safe materials on small samples and records how their effects differ." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:experiment-1", "completionId": "11-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.experiment-2.v1", "prompt": "Art studio: a familiar object made strange by scale.", "hint": "Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip tests two safe materials on small samples and records how their effects differ." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:experiment-2", "completionId": "21-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.experiment-3.v1", "prompt": "Art studio: a sequence about repair and change.", "hint": "Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip tests two safe materials on small samples and records how their effects differ." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:experiment-3", "completionId": "31-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.experiment-4.v1", "prompt": "Art studio: a visual record of a place over time.", "hint": "Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip tests two safe materials on small samples and records how their effects differ." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:experiment-4", "completionId": "41-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.experiment-5.v1", "prompt": "Art studio: an invitation that includes different kinds of visitors.", "hint": "Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip tests two safe materials on small samples and records how their effects differ." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:experiment-5", "completionId": "51-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.experiment-6.v1", "prompt": "Art studio: a contrast between a boundary and an opening.", "hint": "Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip tests two safe materials on small samples and records how their effects differ." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:experiment-6", "completionId": "61-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.experiment-7.v1", "prompt": "Art studio: a pattern shaped by available materials.", "hint": "Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip tests two safe materials on small samples and records how their effects differ." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:experiment-7", "completionId": "71-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.experiment-8.v1", "prompt": "Art studio: a story told through empty space.", "hint": "Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip tests two safe materials on small samples and records how their effects differ." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:experiment-8", "completionId": "81-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.experiment-9.v1", "prompt": "Art studio: a message whose meaning changes with its setting.", "hint": "Test two safe materials or methods with an adult. Keep a sample record and choose a technique based on its effect. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip tests two safe materials on small samples and records how their effects differ." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:experiment-9", "completionId": "91-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Organize visual elements to communicate", "standard": "6-8.VA.2.2", "demo": [ "Look, make, and reflect", "Pip changes emphasis, contrast, and placement to direct a viewer’s attention." ], "prerequisites": [], "id": "g6.art.organize", "grade": 6, "subject": "g6-art", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf", "standardVersion": "Idaho Visual Arts 6–8 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.art.organize-0.v1", "prompt": "Art studio: a public space seen from two viewpoints.", "hint": "Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip changes emphasis, contrast, and placement to direct a viewer’s attention." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:organize-0", "completionId": "2-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.organize-1.v1", "prompt": "Art studio: a pathway connecting different places.", "hint": "Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip changes emphasis, contrast, and placement to direct a viewer’s attention." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:organize-1", "completionId": "12-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.organize-2.v1", "prompt": "Art studio: a familiar object made strange by scale.", "hint": "Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip changes emphasis, contrast, and placement to direct a viewer’s attention." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:organize-2", "completionId": "22-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.organize-3.v1", "prompt": "Art studio: a sequence about repair and change.", "hint": "Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip changes emphasis, contrast, and placement to direct a viewer’s attention." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:organize-3", "completionId": "32-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.organize-4.v1", "prompt": "Art studio: a visual record of a place over time.", "hint": "Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip changes emphasis, contrast, and placement to direct a viewer’s attention." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:organize-4", "completionId": "42-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.organize-5.v1", "prompt": "Art studio: an invitation that includes different kinds of visitors.", "hint": "Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip changes emphasis, contrast, and placement to direct a viewer’s attention." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:organize-5", "completionId": "52-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.organize-6.v1", "prompt": "Art studio: a contrast between a boundary and an opening.", "hint": "Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip changes emphasis, contrast, and placement to direct a viewer’s attention." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:organize-6", "completionId": "62-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.organize-7.v1", "prompt": "Art studio: a pattern shaped by available materials.", "hint": "Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip changes emphasis, contrast, and placement to direct a viewer’s attention." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:organize-7", "completionId": "72-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.organize-8.v1", "prompt": "Art studio: a story told through empty space.", "hint": "Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip changes emphasis, contrast, and placement to direct a viewer’s attention." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:organize-8", "completionId": "82-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.organize-9.v1", "prompt": "Art studio: a message whose meaning changes with its setting.", "hint": "Try two arrangements using emphasis, balance, contrast, or rhythm. Explain how organization changes the message. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip changes emphasis, contrast, and placement to direct a viewer’s attention." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:organize-9", "completionId": "92-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Reflect on meaning and revise deliberately", "standard": "6-8.VA.2.3", "demo": [ "Look, make, and reflect", "Pip compares the intended message with a viewer’s interpretation and revises a specific element." ], "prerequisites": [ "g6.art.plan" ], "id": "g6.art.revise", "grade": 6, "subject": "g6-art", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf", "standardVersion": "Idaho Visual Arts 6–8 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.art.revise-0.v1", "prompt": "Art studio: a public space seen from two viewpoints.", "hint": "Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares the intended message with a viewer’s interpretation and revises a specific element." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:revise-0", "completionId": "3-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.revise-1.v1", "prompt": "Art studio: a pathway connecting different places.", "hint": "Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares the intended message with a viewer’s interpretation and revises a specific element." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:revise-1", "completionId": "13-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.revise-2.v1", "prompt": "Art studio: a familiar object made strange by scale.", "hint": "Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares the intended message with a viewer’s interpretation and revises a specific element." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:revise-2", "completionId": "23-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.revise-3.v1", "prompt": "Art studio: a sequence about repair and change.", "hint": "Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares the intended message with a viewer’s interpretation and revises a specific element." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:revise-3", "completionId": "33-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.revise-4.v1", "prompt": "Art studio: a visual record of a place over time.", "hint": "Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares the intended message with a viewer’s interpretation and revises a specific element." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:revise-4", "completionId": "43-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.revise-5.v1", "prompt": "Art studio: an invitation that includes different kinds of visitors.", "hint": "Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares the intended message with a viewer’s interpretation and revises a specific element." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:revise-5", "completionId": "53-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.revise-6.v1", "prompt": "Art studio: a contrast between a boundary and an opening.", "hint": "Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares the intended message with a viewer’s interpretation and revises a specific element." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:revise-6", "completionId": "63-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.revise-7.v1", "prompt": "Art studio: a pattern shaped by available materials.", "hint": "Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares the intended message with a viewer’s interpretation and revises a specific element." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:revise-7", "completionId": "73-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.revise-8.v1", "prompt": "Art studio: a story told through empty space.", "hint": "Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares the intended message with a viewer’s interpretation and revises a specific element." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:revise-8", "completionId": "83-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.revise-9.v1", "prompt": "Art studio: a message whose meaning changes with its setting.", "hint": "Ask a viewer what the work communicates. Compare this with your intention and revise one choice with a reason. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares the intended message with a viewer’s interpretation and revises a specific element." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:revise-9", "completionId": "93-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Investigate preparation and presentation", "standard": "6-8.VA.3.1", "demo": [ "Look, make, and reflect", "Pip compares display arrangements and considers access, safe handling, and the relationship between works." ], "prerequisites": [], "id": "g6.art.present", "grade": 6, "subject": "g6-art", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf", "standardVersion": "Idaho Visual Arts 6–8 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.art.present-0.v1", "prompt": "Art studio: a public space seen from two viewpoints.", "hint": "Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares display arrangements and considers access, safe handling, and the relationship between works." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:present-0", "completionId": "4-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.present-1.v1", "prompt": "Art studio: a pathway connecting different places.", "hint": "Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares display arrangements and considers access, safe handling, and the relationship between works." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:present-1", "completionId": "14-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.present-2.v1", "prompt": "Art studio: a familiar object made strange by scale.", "hint": "Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares display arrangements and considers access, safe handling, and the relationship between works." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:present-2", "completionId": "24-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.present-3.v1", "prompt": "Art studio: a sequence about repair and change.", "hint": "Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares display arrangements and considers access, safe handling, and the relationship between works." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:present-3", "completionId": "34-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.present-4.v1", "prompt": "Art studio: a visual record of a place over time.", "hint": "Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares display arrangements and considers access, safe handling, and the relationship between works." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:present-4", "completionId": "44-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.present-5.v1", "prompt": "Art studio: an invitation that includes different kinds of visitors.", "hint": "Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares display arrangements and considers access, safe handling, and the relationship between works." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:present-5", "completionId": "54-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.present-6.v1", "prompt": "Art studio: a contrast between a boundary and an opening.", "hint": "Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares display arrangements and considers access, safe handling, and the relationship between works." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:present-6", "completionId": "64-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.present-7.v1", "prompt": "Art studio: a pattern shaped by available materials.", "hint": "Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares display arrangements and considers access, safe handling, and the relationship between works." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:present-7", "completionId": "74-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.present-8.v1", "prompt": "Art studio: a story told through empty space.", "hint": "Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares display arrangements and considers access, safe handling, and the relationship between works." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:present-8", "completionId": "84-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.present-9.v1", "prompt": "Art studio: a message whose meaning changes with its setting.", "hint": "Plan a presentation with safe handling, readable labels, and audience access. Compare two possible display arrangements. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares display arrangements and considers access, safe handling, and the relationship between works." ], "workspace": "draw", "type": "work", "variantKey": "g6:art:present-9", "completionId": "94-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Explain information about original artwork", "standard": "6-8.VA.3.2", "demo": [ "Look, make, and reflect", "Pip writes a concise statement naming intention, process, influences, and a decision that changed." ], "prerequisites": [], "id": "g6.art.statement", "grade": 6, "subject": "g6-art", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf", "standardVersion": "Idaho Visual Arts 6–8 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.art.statement-0.v1", "prompt": "Art studio: a public space seen from two viewpoints.", "hint": "Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip writes a concise statement naming intention, process, influences, and a decision that changed." ], "workspace": "write", "type": "work", "variantKey": "g6:art:statement-0", "completionId": "5-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.statement-1.v1", "prompt": "Art studio: a pathway connecting different places.", "hint": "Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip writes a concise statement naming intention, process, influences, and a decision that changed." ], "workspace": "write", "type": "work", "variantKey": "g6:art:statement-1", "completionId": "15-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.statement-2.v1", "prompt": "Art studio: a familiar object made strange by scale.", "hint": "Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip writes a concise statement naming intention, process, influences, and a decision that changed." ], "workspace": "write", "type": "work", "variantKey": "g6:art:statement-2", "completionId": "25-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.statement-3.v1", "prompt": "Art studio: a sequence about repair and change.", "hint": "Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip writes a concise statement naming intention, process, influences, and a decision that changed." ], "workspace": "write", "type": "work", "variantKey": "g6:art:statement-3", "completionId": "35-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.statement-4.v1", "prompt": "Art studio: a visual record of a place over time.", "hint": "Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip writes a concise statement naming intention, process, influences, and a decision that changed." ], "workspace": "write", "type": "work", "variantKey": "g6:art:statement-4", "completionId": "45-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.statement-5.v1", "prompt": "Art studio: an invitation that includes different kinds of visitors.", "hint": "Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip writes a concise statement naming intention, process, influences, and a decision that changed." ], "workspace": "write", "type": "work", "variantKey": "g6:art:statement-5", "completionId": "55-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.statement-6.v1", "prompt": "Art studio: a contrast between a boundary and an opening.", "hint": "Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip writes a concise statement naming intention, process, influences, and a decision that changed." ], "workspace": "write", "type": "work", "variantKey": "g6:art:statement-6", "completionId": "65-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.statement-7.v1", "prompt": "Art studio: a pattern shaped by available materials.", "hint": "Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip writes a concise statement naming intention, process, influences, and a decision that changed." ], "workspace": "write", "type": "work", "variantKey": "g6:art:statement-7", "completionId": "75-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.statement-8.v1", "prompt": "Art studio: a story told through empty space.", "hint": "Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip writes a concise statement naming intention, process, influences, and a decision that changed." ], "workspace": "write", "type": "work", "variantKey": "g6:art:statement-8", "completionId": "85-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.statement-9.v1", "prompt": "Art studio: a message whose meaning changes with its setting.", "hint": "Prepare an artist statement describing intention, process, sources, and a deliberate revision. Avoid claiming every viewer must read it the same way. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip writes a concise statement naming intention, process, influences, and a decision that changed." ], "workspace": "write", "type": "work", "variantKey": "g6:art:statement-9", "completionId": "95-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Interpret visual evidence and possible meanings", "standard": "6-8.VA.4.1", "demo": [ "Look, make, and reflect", "Pip separates what is visible from an interpretation and supports the interpretation with details." ], "prerequisites": [], "id": "g6.art.interpret", "grade": 6, "subject": "g6-art", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf", "standardVersion": "Idaho Visual Arts 6–8 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.art.interpret-0.v1", "prompt": "Art studio: a public space seen from two viewpoints.", "hint": "Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip separates what is visible from an interpretation and supports the interpretation with details." ], "workspace": "write", "type": "work", "variantKey": "g6:art:interpret-0", "completionId": "6-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.interpret-1.v1", "prompt": "Art studio: a pathway connecting different places.", "hint": "Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip separates what is visible from an interpretation and supports the interpretation with details." ], "workspace": "write", "type": "work", "variantKey": "g6:art:interpret-1", "completionId": "16-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.interpret-2.v1", "prompt": "Art studio: a familiar object made strange by scale.", "hint": "Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip separates what is visible from an interpretation and supports the interpretation with details." ], "workspace": "write", "type": "work", "variantKey": "g6:art:interpret-2", "completionId": "26-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.interpret-3.v1", "prompt": "Art studio: a sequence about repair and change.", "hint": "Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip separates what is visible from an interpretation and supports the interpretation with details." ], "workspace": "write", "type": "work", "variantKey": "g6:art:interpret-3", "completionId": "36-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.interpret-4.v1", "prompt": "Art studio: a visual record of a place over time.", "hint": "Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip separates what is visible from an interpretation and supports the interpretation with details." ], "workspace": "write", "type": "work", "variantKey": "g6:art:interpret-4", "completionId": "46-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.interpret-5.v1", "prompt": "Art studio: an invitation that includes different kinds of visitors.", "hint": "Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip separates what is visible from an interpretation and supports the interpretation with details." ], "workspace": "write", "type": "work", "variantKey": "g6:art:interpret-5", "completionId": "56-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.interpret-6.v1", "prompt": "Art studio: a contrast between a boundary and an opening.", "hint": "Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip separates what is visible from an interpretation and supports the interpretation with details." ], "workspace": "write", "type": "work", "variantKey": "g6:art:interpret-6", "completionId": "66-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.interpret-7.v1", "prompt": "Art studio: a pattern shaped by available materials.", "hint": "Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip separates what is visible from an interpretation and supports the interpretation with details." ], "workspace": "write", "type": "work", "variantKey": "g6:art:interpret-7", "completionId": "76-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.interpret-8.v1", "prompt": "Art studio: a story told through empty space.", "hint": "Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip separates what is visible from an interpretation and supports the interpretation with details." ], "workspace": "write", "type": "work", "variantKey": "g6:art:interpret-8", "completionId": "86-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.interpret-9.v1", "prompt": "Art studio: a message whose meaning changes with its setting.", "hint": "Study an adult-selected artwork. Identify visual evidence, propose two interpretations, and explain what context could clarify them. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip separates what is visible from an interpretation and supports the interpretation with details." ], "workspace": "write", "type": "work", "variantKey": "g6:art:interpret-9", "completionId": "96-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Analyze how imagery influences viewers", "standard": "6-8.VA.4.1", "demo": [ "Look, make, and reflect", "Pip compares a cropped and uncropped image and asks how each directs attention." ], "prerequisites": [], "id": "g6.art.audience", "grade": 6, "subject": "g6-art", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf", "standardVersion": "Idaho Visual Arts 6–8 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.art.audience-0.v1", "prompt": "Art studio: a public space seen from two viewpoints.", "hint": "Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares a cropped and uncropped image and asks how each directs attention." ], "workspace": "write", "type": "work", "variantKey": "g6:art:audience-0", "completionId": "7-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.audience-1.v1", "prompt": "Art studio: a pathway connecting different places.", "hint": "Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares a cropped and uncropped image and asks how each directs attention." ], "workspace": "write", "type": "work", "variantKey": "g6:art:audience-1", "completionId": "17-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.audience-2.v1", "prompt": "Art studio: a familiar object made strange by scale.", "hint": "Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares a cropped and uncropped image and asks how each directs attention." ], "workspace": "write", "type": "work", "variantKey": "g6:art:audience-2", "completionId": "27-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.audience-3.v1", "prompt": "Art studio: a sequence about repair and change.", "hint": "Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares a cropped and uncropped image and asks how each directs attention." ], "workspace": "write", "type": "work", "variantKey": "g6:art:audience-3", "completionId": "37-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.audience-4.v1", "prompt": "Art studio: a visual record of a place over time.", "hint": "Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares a cropped and uncropped image and asks how each directs attention." ], "workspace": "write", "type": "work", "variantKey": "g6:art:audience-4", "completionId": "47-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.audience-5.v1", "prompt": "Art studio: an invitation that includes different kinds of visitors.", "hint": "Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares a cropped and uncropped image and asks how each directs attention." ], "workspace": "write", "type": "work", "variantKey": "g6:art:audience-5", "completionId": "57-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.audience-6.v1", "prompt": "Art studio: a contrast between a boundary and an opening.", "hint": "Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares a cropped and uncropped image and asks how each directs attention." ], "workspace": "write", "type": "work", "variantKey": "g6:art:audience-6", "completionId": "67-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.audience-7.v1", "prompt": "Art studio: a pattern shaped by available materials.", "hint": "Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares a cropped and uncropped image and asks how each directs attention." ], "workspace": "write", "type": "work", "variantKey": "g6:art:audience-7", "completionId": "77-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.audience-8.v1", "prompt": "Art studio: a story told through empty space.", "hint": "Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares a cropped and uncropped image and asks how each directs attention." ], "workspace": "write", "type": "work", "variantKey": "g6:art:audience-8", "completionId": "87-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.audience-9.v1", "prompt": "Art studio: a message whose meaning changes with its setting.", "hint": "Compare two images or two versions of one image. Explain how framing, symbols, or emphasis might influence different viewers. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares a cropped and uncropped image and asks how each directs attention." ], "workspace": "write", "type": "work", "variantKey": "g6:art:audience-9", "completionId": "97-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Connect art with time, materials and cultural use", "standard": "6-8.VA.5.1", "demo": [ "Look, make, and reflect", "Pip learns who made a work and why before interpreting its forms and materials." ], "prerequisites": [], "id": "g6.art.context", "grade": 6, "subject": "g6-art", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf", "standardVersion": "Idaho Visual Arts 6–8 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.art.context-0.v1", "prompt": "Art studio: a public space seen from two viewpoints.", "hint": "Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip learns who made a work and why before interpreting its forms and materials." ], "workspace": "write", "type": "work", "variantKey": "g6:art:context-0", "completionId": "8-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.context-1.v1", "prompt": "Art studio: a pathway connecting different places.", "hint": "Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip learns who made a work and why before interpreting its forms and materials." ], "workspace": "write", "type": "work", "variantKey": "g6:art:context-1", "completionId": "18-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.context-2.v1", "prompt": "Art studio: a familiar object made strange by scale.", "hint": "Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip learns who made a work and why before interpreting its forms and materials." ], "workspace": "write", "type": "work", "variantKey": "g6:art:context-2", "completionId": "28-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.context-3.v1", "prompt": "Art studio: a sequence about repair and change.", "hint": "Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip learns who made a work and why before interpreting its forms and materials." ], "workspace": "write", "type": "work", "variantKey": "g6:art:context-3", "completionId": "38-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.context-4.v1", "prompt": "Art studio: a visual record of a place over time.", "hint": "Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip learns who made a work and why before interpreting its forms and materials." ], "workspace": "write", "type": "work", "variantKey": "g6:art:context-4", "completionId": "48-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.context-5.v1", "prompt": "Art studio: an invitation that includes different kinds of visitors.", "hint": "Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip learns who made a work and why before interpreting its forms and materials." ], "workspace": "write", "type": "work", "variantKey": "g6:art:context-5", "completionId": "58-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.context-6.v1", "prompt": "Art studio: a contrast between a boundary and an opening.", "hint": "Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip learns who made a work and why before interpreting its forms and materials." ], "workspace": "write", "type": "work", "variantKey": "g6:art:context-6", "completionId": "68-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.context-7.v1", "prompt": "Art studio: a pattern shaped by available materials.", "hint": "Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip learns who made a work and why before interpreting its forms and materials." ], "workspace": "write", "type": "work", "variantKey": "g6:art:context-7", "completionId": "78-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.context-8.v1", "prompt": "Art studio: a story told through empty space.", "hint": "Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip learns who made a work and why before interpreting its forms and materials." ], "workspace": "write", "type": "work", "variantKey": "g6:art:context-8", "completionId": "88-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.context-9.v1", "prompt": "Art studio: a message whose meaning changes with its setting.", "hint": "Research a credited public artwork with an adult. Connect its time, materials, traditions, and purpose without treating one work as an entire culture. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip learns who made a work and why before interpreting its forms and materials." ], "workspace": "write", "type": "work", "variantKey": "g6:art:context-9", "completionId": "98-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] }, { "name": "Compare art across changing contexts", "standard": "6-8.VA.5.1", "demo": [ "Look, make, and reflect", "Pip compares two dated works and considers changes in resources and use as well as appearance." ], "prerequisites": [], "id": "g6.art.change", "grade": 6, "subject": "g6-art", "sourceUrl": "https://www.sde.idaho.gov/wp-content/uploads/2025/08/Visual-Arts-Standards.pdf", "standardVersion": "Idaho Visual Arts 6–8 · April 29, 2024", "coverage": "partial", "reviewStatus": "Needs educator review", "adult": true, "activities": [ { "activityId": "g6.art.change-0.v1", "prompt": "Art studio: a public space seen from two viewpoints.", "hint": "Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares two dated works and considers changes in resources and use as well as appearance." ], "workspace": "write", "type": "work", "variantKey": "g6:art:change-0", "completionId": "9-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.change-1.v1", "prompt": "Art studio: a pathway connecting different places.", "hint": "Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares two dated works and considers changes in resources and use as well as appearance." ], "workspace": "write", "type": "work", "variantKey": "g6:art:change-1", "completionId": "19-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.change-2.v1", "prompt": "Art studio: a familiar object made strange by scale.", "hint": "Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares two dated works and considers changes in resources and use as well as appearance." ], "workspace": "write", "type": "work", "variantKey": "g6:art:change-2", "completionId": "29-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.change-3.v1", "prompt": "Art studio: a sequence about repair and change.", "hint": "Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares two dated works and considers changes in resources and use as well as appearance." ], "workspace": "write", "type": "work", "variantKey": "g6:art:change-3", "completionId": "39-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.change-4.v1", "prompt": "Art studio: a visual record of a place over time.", "hint": "Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares two dated works and considers changes in resources and use as well as appearance." ], "workspace": "write", "type": "work", "variantKey": "g6:art:change-4", "completionId": "49-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.change-5.v1", "prompt": "Art studio: an invitation that includes different kinds of visitors.", "hint": "Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares two dated works and considers changes in resources and use as well as appearance." ], "workspace": "write", "type": "work", "variantKey": "g6:art:change-5", "completionId": "59-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.change-6.v1", "prompt": "Art studio: a contrast between a boundary and an opening.", "hint": "Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares two dated works and considers changes in resources and use as well as appearance." ], "workspace": "write", "type": "work", "variantKey": "g6:art:change-6", "completionId": "69-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.change-7.v1", "prompt": "Art studio: a pattern shaped by available materials.", "hint": "Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares two dated works and considers changes in resources and use as well as appearance." ], "workspace": "write", "type": "work", "variantKey": "g6:art:change-7", "completionId": "79-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.change-8.v1", "prompt": "Art studio: a story told through empty space.", "hint": "Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares two dated works and considers changes in resources and use as well as appearance." ], "workspace": "write", "type": "work", "variantKey": "g6:art:change-8", "completionId": "89-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" }, { "activityId": "g6.art.change-9.v1", "prompt": "Art studio: a message whose meaning changes with its setting.", "hint": "Compare two related works from different times or contexts. Support an explanation of change with visual evidence and reliable contextual sources. Use safe materials and respect makers’ credits and cultural restrictions. Discuss with a grown-up; participation does not grade artistic quality.", "demonstration": [ "Look, make, and reflect", "Pip compares two dated works and considers changes in resources and use as well as appearance." ], "workspace": "write", "type": "work", "variantKey": "g6:art:change-9", "completionId": "99-105", "supportLevel": "adaptive", "intendedEvidenceType": "adult-observation" } ] } ], "coverageGaps": [ "No claim of full-standard coverage from these supplemental routes. Educator and tribal cultural review have not been performed.", "Physical education, remaining health topics, technology, and other arts disciplines are not covered. Science uses the middle-school band, social studies uses 6–9, music uses 6–12, and art and health use 6–8. These activities are an introductory sequence, not a state-mandated sixth-grade curriculum.", "The bank does not provide five varied independent checks for every fine-grained skill. Text complexity, broader genre/cultural coverage, oral fluency, and mental automaticity require further educator judgment.", "Original work, oral reading, physical investigation, and social behavior require adult observation.", "Complete and culturally broader texts at the lower grades 6–8 complexity band, validated text complexity, two-page keyboarding, sustained oral discussion, algorithm fluency, richer statistics and geometry, broader middle-school science and history, and practical investigations need further instruction and review. Many tasks need adult-selected references or real materials." ] }