Stay Safe Around Electricity and Natural Gas
Idaho| Subject | Grade | Broad Standard Reference | Standard Code | Standard Name | Standard |
|---|
Subject | Grade | Broad Standard Reference | Standard Code | Standard Name | Standard |
|---|---|---|---|---|---|
| CCSS ELA Literacy | 3 | Reading Informational Text | CCSS.ELA-LITERACY.RI.3.7 | Integration of Knowledge and Ideas | Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). |
| Health | 3-5 | Injury Prevention and Safety | 1 | -- | Unintentional and intentional injuries rank among the greatest threats to the health of children and young adults. Knowledge about prevention through safe living habits, healthy decisions, violence prevention, emergency response, and an understanding of the consequences of one's decisions will help to prevent many injuries. |
| Health | 3-5 | Interpersonal Communication | 1.1 | -- | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| Health | 3-5 | Practice Healthy Behavior | 3-5.H.7.1.3 | -- | Demonstrate a variety of behaviors that avoid or reduce health risks. |
| CCSS - ELA | 4 | Reading Informational Text | CCSS.ELA-LITERACY.RI.4.1 | -- | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. |
| CCSS - ELA | 4 | Reading Informational Text | CCSS.ELA-LITERACY.RI.4.3 | -- | Explain. . . concepts in a . . . scientific . . text, including what happened and why, based on specific information in the text. |
| CCSS - ELA | 4 | Reading Informational Text | CCSS.ELA-LITERACY.RI.4.4 | -- | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. |
| CCSS - ELA | 4 | Reading Informational Text | CCSS.ELA-LITERACY.RI.4.7 | -- | Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. |
| CCSS - ELA | 5 | Reading Informational Text | CCSS.ELA-LITERACY.RI.5.10 | -- | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. |
| CCSS - ELA | 5 | Reading Informational Text | CCSS.ELA-LITERACY.RI.5.4 | -- | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. |
| CCSS - ELA | 6 | Reading Informational Text | CCSS.ELA-LITERACY.RI.6.3 | -- | Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). |
| CCSS - ELA | 6 | Reading Informational Text | CCSS.ELA-LITERACY.RI.6.4 | -- | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. |
| CCSS - ELA | 6 | Reading Informational Text | CCSS.ELA-LITERACY.RI.6.7 | -- | Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. |
| CCSS ELA Literacy | 6-8 | Literacy in Science and Technical Subjects | CCSS.ELA-LITERACY.RST.6-8.3 | Key Ideas and Details | Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. |
| CCSS ELA Literacy | 6-8 | Literacy in Science and Technical Subjects | CCSS.ELA-LITERACY.RST.6-8.7 | Integration of Knowledge and Ideas | Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |
| Health | 6-8 | Injury Prevention and Safety | 1 | -- | Unintentional and intentional injuries rank among the greatest threats to the health of children and young adults. Knowledge about prevention through safe living habits, healthy decisions, violence prevention, emergency response, and an understanding of the consequences of one's decisions will help to prevent many injuries. |
| Health | 6-8 | Injury Prevention and Safety | 6-8.H.1.1.5 | -- | Describe ways to reduce or prevent injuries . . . |
| Health | 6-8 | Interpersonal Communication | 1.1 | -- | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| Health | 6-8 | Practice Healthy Behavior | 6-8.H.7.1.3 | -- | Demonstrate behaviors that avoid or reduce health risks to self and others. |