Science Educator Resources

• K-PS-1.2. Sled Dogs
• K-PS-2.1. Shoshone Ice Caves or Thaw Circles
• K-ESS-1.1. Snow Rollers or Weather Inversions
• K-ESS-2.2. & K-ESS-2.2. Fire Tornado

• 1-PS-1.2. & 1-LS-1.3. Rose Gall
• 1-LS-1.3. Salmon Spawning or Steam Rising from Field
• 1-LS-1.3. Smoke and Sunsets or There’s No Such Thing as a Blue Bird or Light Pillars
• 1-ESS-1.1. & 1-ESS-1.2. Total Solar Eclipse

• 2-ESS-1.1. City of Rocks or Craters of the Moon or Gemstones or Star Garnet or Snake River Canyon or St. Anthony Sand Dunes
• 2-ESS-2.1. Needle Ice
• 2-ESS-2.2. Bruneau Sand Dunes or Chimney Rock or Soda Springs Geyser or St. Anthony Sand Dunes
• 2-ESS-2.3. Ice Circles on the Salmon River or Ice Shove or Shoshone Ice Caves

• 3-PS-1.1. Sled Dogs
• 3-LS-2.2. Salmon Spawning
• 3-ESS-1.1. Snow Rollers or Weather Inversions
• 3-ESS-2.1. Fire Tornado or Ice Shove

• 4-PS-2.2. Smoke and Sunsets or There’s No Such Thing as a Blue Bird or Light Pillars
• 4-LS-2.1. Steam Rising from Field
• 4-ESS-1.1. City of Rocks or Craters of the Moon or Gemstones or Shark Whorl or Star Garnet or Snake River Canyon
• 4-ESS-2.1. Needle Ice
• 4-ESS-2.2. Bruneau Sand Dunes or Chimney Rock or Shoshone Ice Caves or Soda Springs Geyser or St. Anthony Sand Dunes
• 4-ESS-3.2. Soda Springs Geyser

• 4-PS-2.2. Smoke and Sunsets or There’s No Such Thing as a Blue Bird or Light Pillars
• 4-LS-2.1. Steam Rising from Field
• 4-ESS-1.1. City of Rocks or Craters of the Moon or Gemstones or Shark Whorl or Star Garnet or Snake River Canyon
• 4-ESS-2.1. Needle Ice
• 4-ESS-2.2. Bruneau Sand Dunes or Chimney Rock or Shoshone Ice Caves or Soda Springs Geyser or St. Anthony Sand Dunes
• 4-ESS-3.2. Soda Springs Geyser

• MS-ESS-1.1. Total Solar Eclipse
• MS-ESS-2.1. Star Garnet
• MS-ESS-2.2. Bruneau Sand Dunes or Chimney Rock or City of Rocks or Craters of the Moon or Needle Ice or Shoshone Ice Caves or Snake River Canyon
• MS-ESS-2.3. Gemstones
• MS-ESS-2.4. Ice Circles on the Salmon River
• MS-ESS-2.5. Fire Tornado or Ice Shove or Snow Rollers or Weather Inversions
• MS-ESS-2.6. Ice Shove
• MS-ESS-3.1. Soda Springs Geyser
• MS-ESS-3.2. Fire Tornado
• MS-ESS-3.3. Checkerboard in Idaho or Salmon Spawning
• MS-ESS-3.5. St. Anthony Sand Dunes

• MS-LS-1.6. Steam Rising from Field
• MS-LS-2.1. Salmon Spawning
• MS-LS-2.2. Rose Gall
• MS-LS-2.5. Thaw Circles
• MS-LS-2.6. Checkerboard in Idaho
• MS-LS-4.1. Shark Whorl

• MS-PS-1.1. Star Garnet
• MS-PS-2.2. Sled Dogs
• K-ESS-1.1. Shoshone Ice Caves
• MS-PS-3.5. Thaw Circles
• MS-PS-4.2.Smoke and Sunsets or There’s No Such Thing as a Bluebird or Light Pillars

• HS-ESS-1.4. Total Solar Eclipse
• HS-ESS-2.1. Bruneau Sand Dunes or Chimney Rock or City of Rocks or Craters of the Moon or Gemstones or Snake River Canyon
• HS-ESS-2.2. Ice Shove or Needle Ice or Shoshone Ice Caves
• HS-ESS-2.3. Star Garnet
• HS-ESS-2.5. Ice Circles on the Salmon River or Needle Ice or St. Anthony Sand Dunes
• HS-ESS-3.1. Fire Tornado or St. Anthony Sand Dunes
• HS-ESS-3.2. Soda Springs Geyser
• HS-ESS-3.3. Checkerboard in Idaho
• HS-ESS-3.4. Salmon Spawning

• HS-LS-2.2. Salmon Spawning
• HS-LS-2.3. & HS-LS-2.4. Steam Rising from Field
• HS-LS-2.6. Thaw Circles
• HS-LS-2.7. Checkerboard in Idaho
• HS-LS-2.8. Rose Gall
• HS-LS-4.1. Shark Whorl

• HS-PSC-1.1. Star Garnet
• HS-PSP-2.2. Thaw Circles
• HS-PSP-2.4. Shoshone Ice Caves
• HS-PSP-3.1.Smoke and Sunsets or There’s No Such Thing as a Bluebird or Light Pillars

• Chemical vs. Physical Changes High School

HS-PSC-1.1. Develop models to describe the atomic composition of simple molecules and extended structures.

• Plate Tectonics High School

HS-ESS-1.5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
HS-ESS-1.6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
HS-ESS-2.1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
HS-ESS-2.7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.

• Biology: Genetics High School

HS-LS-3.3. Apply concepts of probability and statistical analysis to explain the variation and distribution of expressed traits in a population.

• Mining Storyline High School Life Science and Earth Science

HS-ESS-2.3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
HS-ESS-2.1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
HS-PSC-1.1. Students who demonstrate understanding can: Develop models to describe the atomic composition of simple molecules and extended structures. (not fully addressed in this unit).
HS-ESS-3.1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
HS-ESS-3.2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

• Swan’s Storyline High School Life Science and Earth Science

HS-LS-2.5. Evaluate the claims, evidence and reasoning that changing the conditions of a static ecosystem may result in a new ecosystem.
HS-ESS-2.5. Plan and conduct an investigation of how the chemical and physical properties of water contribute to the mechanical and chemical mechanisms that affect Earth materials and surface processes.
HS-LS-2.6. Design, evaluate, and/or refine practices used to manage a natural resource based on direct and indirect influences of human activities on biodiversity and ecosystem health.

• Idaho Environmental Education Agency Climate Curriculum

• Chemical vs. Physical Changes High School

HS-PSC-1.1. Develop models to describe the atomic composition of simple molecules and extended structures.

• Thermochemistry High School

HS-PSC-3.2. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
HS-PSC-3.3. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
HS-PSC-3.4. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
HS-PSC-3.5. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

• Intermolecular Forces High School

HS-PSC-1.3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrostatic forces between particles.
HS-PSC-1.5. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

• Forces and Motion High School

HS-PSP-1.1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
HS-PSP-1.3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during collision.