The Horse
Next Generation Science Standards Correlations
Title and Code
Disciplinary Core Ideas & Performance Expectations
K-LS1-1
From
Molecules to
Organisms:
Structures and
Processes
LS1.C: Organization for Matter and Energy Flow in Organisms
All animals need food in order to live and grow. They obtain their food from
plants or from other animals. Plants need water and light to live and grow.
 Use observations to describe patterns of what plants and animals
(including humans) need to survive.
Correlation to Horse
 The Evolution of
Horses
 Compare Hoof and
Tooth activity
K-ESS3-1
Earth and
Human
Activity
ESS3.A: Natural Resources
Living things need water, air, and resources from the land, and they live in
places that have the things they need. Humans use natural resources for
everything they do.
 Use a model to represent the relationship between the needs of
different plants and animals (including humans) and the places they
live.
 Evolution of Horses
1-LS1
From
Molecules to
Organisms:
Structures and
Processes
LS1.B: Growth and Development of Organisms
Adult plants and animals can have young. In many kinds of animals, parents
and the offspring themselves engage in behaviors that help the offspring to
survive.
 Read texts and use media to determine patterns in behavior of
parents and offspring that help offspring survive.
 The Nature of Horses
2-LS4-1
Biological
Evolution:
Unity and
Diversity
LS4.D: Biodiversity and Humans
There are many different kinds of living things in any area, and they exist in
different places on land and in water.
 Make observations of plants and animals to compare the diversity of
life in different habitats.
 Evolution of Horses
 Compare Hoof and
Tooth activity
3-LS2-1
Ecosystems:
Interactions,
Energy, and
Dynamics
LS2.D: Social Interactions and Group Behavior
Being part of a group helps animals obtain food, defend themselves, and
cope with changes. Groups may serve different functions and vary
dramatically in size.
 Construct an argument that some animals form groups that help
members survive.
3-LS3-1 & 2.
Heredity:
Inheritance
and Variation
of Traits
LS3.B: Variation of Traits
Different organisms vary in how they look and function because they have
different inherited information.
 Analyze and interpret data to provide evidence that plants and
animals have traits inherited from parents and that variation of these
traits exists in a group of similar organisms.
The environment also affects the traits that an organism develops.
 Use evidence to support the explanation that traits can
be influenced by the environment.
 The Nature of Horses
 Evolution of Horses
 Compare Hoof and
Tooth activity
The Horse
Next Generation Science Standards Correlations
Disciplinary Core Ideas & Performance Expectations
Correlation to Horse
3-LS4-1:
Biological
Evolution:
Unity and
Diversity
LS4.A: Evidence of Common Ancestry and Diversity
Some kinds of plants and animals that once lived on Earth are no longer
found anywhere. Fossils provide evidence about the types of organisms that
lived long ago and also about the nature of their environments.
 Analyze and interpret data from fossils to provide evidence of the
organisms and the environments in which they lived long ago.
 Evolution of Horses
 Compare Hoof and
Tooth activity
3-LS4-2:
Biological
Evolution:
Unity and
Diversity
LS4.B: Natural Selection
Sometimes the differences in characteristics between individuals of the same
species provide advantages in surviving, finding mates, and reproducing.
 Use evidence to construct an explanation for how the variations in
characteristics among individuals of the same species may provide
advantages in surviving, finding mates, and reproducing.
 Evolution of Horses
3-LS4-3:
Biological
Evolution:
Unity and
Diversity
LS4.C: Adaptation
For any particular environment, some kinds of organisms survive well, some
survive less well, and some cannot survive at all.
 Construct an argument with evidence that in a particular habitat
some organisms can survive well, some survive less well, and some
cannot survive at all.
 Evolution of Horses
 Compare Hoof and
Tooth activity
3-LS4-4:
Biological
Evolution:
Unity and
Diversity
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
When the environment changes in ways that affect a place’s physical
characteristics, temperature, or availability of resources, some organisms
survive and reproduce, others move to new locations, yet others move into
the transformed environment, and some die.
LS4.D: Biodiversity and Humans
Populations live in a variety of habitats, and change in those habitats affects
the organisms living there.
 Make a claim about the merit of a solution to a problem caused
when the environment changes and the types of plants and animals
that live there may change.
 Evolution of Horses
4-LS1-1
From
molecules to
organisms:
structures and
processes
LS1.A: Structure and Function
Plants and animals have both internal and external structures that serve
various functions in growth, survival, behavior, and reproduction.

Construct an argument that plants and animals have internal and
external structures that function to support survival, growth,
behavior, and reproduction.
 The Nature of Horses
4-LS1-2
From
molecules to
organisms:
structures and
processes
LS1.D: Information Processing
Different sense receptors are specialized for particular kinds of information,
which may be then processed by the animal’s brain. Animals are able to use
their perceptions and memories to guide their actions.
 Use a model to describe that animals receive different types of
information through their senses, process the information in their
brain, and respond to the information in different ways.
 The Nature of Horses
Title and Code
The Horse
Middle School Next Generation Science Standards Correlations
Title and Code
MS-LS1-4
From
molecules to
organisms:
structures and
processes
MS-LS2-2-1
Ecosystems:
Interactions,
Energy, and
Dynamics
Disciplinary Core Ideas & Performance Expectations
LS1.B: Growth and Development of Organisms
Animals engage in characteristic behaviors that increase the odds of
reproduction.
 Use argument based on empirical evidence and scientific reasoning
to support an explanation for how characteristic animal behaviors
and specialized plant structures affect the probability of successful
reproduction of animals and plants respectively.
LS2.A: Interdependent Relationships in Ecosystems
 Organisms, and populations of organisms, are dependent on their
environmental interactions both with other living things and with
nonliving factors.
 Analyze and interpret data to provide evidence for the effects
of resource availability on organisms and populations of organisms
in an ecosystem.
Correlation to Horse
 The Nature of
Horses
 The Evolution of
Horses
MS-LS2-2-2
Ecosystems:
Interactions,
Energy, and
Dynamics
LS2.A: Interdependent Relationships in Ecosystems
Similarly, predatory interactions may reduce the number of organisms or
eliminate whole populations of organisms. Mutually beneficial interactions,
in contrast, may become so interdependent that each organism requires the
other for survival. Although the species involved in these competitive,
predatory, and mutually beneficial interactions vary across ecosystems, the
patterns of interactions of organisms with their environments, both living
and nonliving, are shared.
 Construct an explanation that predicts patterns of interactions
among organisms across multiple ecosystems.
 The Evolution of
Horses
MS-LS2-2-4
Ecosystems:
Interactions,
Energy, and
Dynamics
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
Ecosystems are dynamic in nature; their characteristics can vary over time.
Disruptions to any physical or biological component of an ecosystem can
lead to shifts in all its populations.
 Construct an argument supported by empirical evidence
that changes to physical or biological components of an ecosystem
affect populations.
 The Evolution of
Horses
MS-LS4-1
Biological
Evolution:
Unity and
Diversity
LS4.A: Evidence of Common Ancestry and Diversity
The collection of fossils and their placement in chronological order (e.g.,
through the location of the sedimentary layers in which they are found or
through radioactive dating) is known as the fossil record. It documents the
existence, diversity, extinction, and change of many life forms throughout
the history of life on Earth.
 Analyze and interpret data for patterns in the fossil record that
document the existence, diversity, extinction, and change of life
forms throughout the history of life on Earth under the assumption
that natural laws operate today as in the past.
 The Evolution of
Horses
The Horse
Middle School Next Generation Science Standards Correlations
Title and Code
Disciplinary Core Ideas & Performance Expectations
Correlation to Horse
MS-LS4-2
Biological
Evolution:
Unity and
Diversity
LS4.A: Evidence of Common Ancestry and Diversity
Anatomical similarities and differences between various organisms living
today and between them and organisms in the fossil record, enable the
reconstruction of evolutionary history and the inference of lines of
evolutionary descent.
 Apply scientific ideas to construct an explanation for the
anatomical similarities and differences among modern organisms
and between modern and fossil organisms to infer evolutionary
relationships.
 The Evolution of
Horses
MS-LS4-4
Biological
Evolution:
Unity and
Diversity
LS4.B: Natural Selection
Natural selection leads to the predominance of certain traits in a population,
and the suppression of others.
 Construct an explanation based on evidence that describes
how genetic variations of traits in a population increase some
individuals’ probability of surviving and reproducing in a specific
environment.
 The Evolution of
Horses
MS-LS4-5
Biological
Evolution:
Unity and
Diversity
LS4.B: Natural Selection
In artificial selection, humans have the capacity to influence certain
characteristics of organisms by selective breeding. One can choose desired
parental traits determined by genes, which are then passed on to offspring.
 Gather and synthesize information about the technologies that have
changed the way humans influence the inheritance of desired traits
in organisms.
 The Evolution of
Horses
 Domesticating
Horses
 How we Shaped
Horses/How Horses
Shaped US
The Horse
High School Next Generation Science Standards Correlations
Title and Code
HS-LS2-8
Ecosystems:
Interactions,
Energy, and
Dynamics
Disciplinary Core Ideas & Performance Expectations
LS2.D: Social Interactions and Group Behavior
Group behavior has evolved because membership can increase the chances
of survival for individuals and their genetic relatives.
 Evaluate the evidence for the role of group behavior on individual
and species’ chances to survive and reproduce.
Correlation to Horse
 The Nature of Horses
LS4.C: Adaptation
Changes in the physical environment, whether naturally occurring or human
induced, have thus contributed to the expansion of some species, the
emergence of new distinct species as populations diverge under different
conditions, and the decline–and sometimes the extinction–of some species.
HS-LS4-5
Biological
Evolution:
Unity and
Diversity
Species become extinct because they can no longer survive and reproduce in
their altered environment. If members cannot adjust to change that is too
fast or drastic, the opportunity for the species’ evolution is lost.
Species become extinct because they can no longer survive and reproduce in
their altered environment. If members cannot adjust to change that is too
fast or drastic, the opportunity for the species’ evolution is lost.

Evaluate the evidence supporting claims that changes in
environmental conditions may result in: (1) increases in the number
of individuals of some species, (2) the emergence of new species
over time, and (3) the extinction of other species
 The Evolution of
Horses
The Horse
Common Core State Standards English Language Arts Correlations
Standard
Key Ideas

Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are
writing about and supply some information about the topic.
 Back in the Classroom
- Four Horse Feet Worksheet
- Four Horse Teeth Worksheet

Participate in collaborative conversations with diverse partners
about kindergarten topics and texts with peers and adults in
small and larger groups.
 Back in the Classroom
- Horse Object Activity
- Discuss the Exhibition
 The Last Wild Horse: The Return of
the Takhi

Confirm understanding of a text read aloud or information
presented orally or through other media by asking and
answering questions about key details and requesting
clarification if something is not understood.
 Discuss the Exhibition
 The Last Wild Horse: The Return of
the Takhi

Describe familiar people, places, things, and events and, with
prompting and support, provide additional detail.

Speak audibly and express thoughts, feelings, and ideas clearly.
 Discuss the Exhibition
 The Last Wild Horse: The Return of
the Takhi

With guidance and support from adults, recall information from
experiences or gather information from provided sources to
answer a question.
 Back in the Classroom
- Four Horse Feet Worksheet
- Four Horse Teeth Worksheet

Participate in collaborative conversations with diverse partners
about grade 1 topics and texts with peers and adults in small
and larger groups.
 Back in the Classroom
- Horse Object Activity
- Discuss the Exhibition
 The Last Wild Horse: The Return of
the Takhi

Ask and answer questions about key details in a text read aloud
or information presented orally or through other media.
 Back in the Classroom
- Discuss the Exhibition
 The Last Wild Horse: The Return of
the Takhi
Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.
 Back in the Classroom
- Horse Object Activity
- Discuss the Exhibition
 The Last Wild Horse: The Return of
the Takhi
W.K.2
SL.K.1
SL.K.2
SL.K.4
SL.K.6
W.1.8
SL.1.1
SL.1.2
SL.1.4
Correlation to Horse

 Discuss the Exhibition
 The Last Wild Horse: The Return of
the Takhi
The Horse
Common Core State Standards English Language Arts Correlations
Standard
W.2.8
Key Ideas
Recall information from experiences or gather information from
provided sources to answer a question.
 Back in the Classroom
- Four Horse Feet Worksheet
- Four Horse Teeth Worksheet
Participate in collaborative conversations with diverse partners
about grade 2 topics and texts with peers and adults in small
and larger groups.
 Back in the Classroom
- Horse Object Activity
- Discuss the Exhibition
 The Last Wild Horse: The Return of
the Takhi

Recount or describe key ideas or details from a text read aloud
or information presented orally or through other media.
 Back in the Classroom
- Discuss the Exhibition
 The Last Wild Horse: The Return of
the Takhi

Tell a story or recount an experience with appropriate facts and
relevant, descriptive details, speaking audibly in coherent
sentences.
 Back in the Classroom
- Discuss the Exhibition

Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
 Back in the Classroom
- Four Horse Feet Worksheet
- Four Horse Teeth Worksheet
 Guiding Questions

Report on a topic or text, tell a story, or recount an experience
with appropriate facts and relevant, descriptive details, speaking
clearly at an understandable pace.
 Back in the Classroom
- Discuss the Exhibition

Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
 Guiding Questions
 Back in the Classroom
- Four Horse Feet Worksheet
- Four Horse Teeth Worksheet

Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
 Guiding Questions
 Back in the Classroom
- Four Horse Feet Worksheet
- Four Horse Teeth Worksheet

Report on a topic or text or present an opinion, sequencing
ideas logically and using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak clearly
at an understandable pace.
 Back in the Classroom
- Horse Racing Debate


SL.2.1
SL.2.2
SL.2.4
W.3.2
SL.3.4
W.4.2
W.5.2
SL.5.4
Correlation to Horse
The Horse
Common Core State Standards English Language Arts Correlations
Standard
RST.6-8.1
RH.6-8.7
Key Ideas

Cite specific textual evidence to support analysis of science and technical
texts.
 Guiding Questions

Integrate visual information (e.g., in charts, graphs, photographs, videos,
or maps) with other information in print and digital texts
 Story: One-Horse
Town Activity

Write arguments to support claims with clear reasons and relevant
evidence.
Introduce claim(s) and organize the reasons and evidence clearly
 Guiding Questions
 Back in the Classroom
- Horse Racing
Debate

Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and details to accentuate main ideas or
themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
 Back in the Classroom
- Horse Racing
Debate

Write arguments to support claims with clear reasons and relevant
evidence.
 Guiding Questions
 Back in the Classroom
- Horse Racing
Debate

Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and
analysis of relevant content.
 Guiding Questions

Present claims and findings, emphasizing salient points in a focused,
coherent manner with pertinent descriptions, facts, details, and examples;
use appropriate eye contact, adequate volume, and clear pronunciation.
 Back in the Classroom
- Horse Racing
Debate

Write arguments to support claims with clear reasons and relevant
evidence
 Guiding Questions
 Back in the Classroom
- Horse Racing
Debate

Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and
analysis of relevant content.
 Guiding Questions
Present claims and findings, emphasizing salient points in a focused,
coherent manner with relevant evidence, sound valid reasoning, and
well-chosen details; use appropriate eye contact, adequate volume, and
clear pronunciation.
 Back in the Classroom
- Horse Racing
Debate
W.6.1
SL.6.4
W.7.1
W.7.2
SL.7.4
W.8.1
W.8.2

SL.8.4
Correlation to Horse
The Horse
Common Core State Standards English Language Arts Correlations
Standard
Key Ideas
Correlation to Horse
RST.9-10.1

Cite specific textual evidence to support analysis of science and technical
texts, attending to the precise details of explanations or descriptions.
 Guiding Questions
W.9-10.1

Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
 Guiding Questions
 Back in the Classroom
- Horse Racing
Debate

Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
 Guiding Questions
Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to
purpose, audience, and task.
 Back in the Classroom
- Horse Racing
Debate

Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
 Guiding Questions
 Back in the Classroom
- Horse Racing
Debate

Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
 Guiding Questions
Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks.
 Back in the Classroom
- Horse Racing
Debate
W.9-10.2

SL.9-10.4
W.11-12.1
W.11-12.2

SL.11-12.4
The Horse
Common Core State Standards Mathematics Correlations
Standard
Key Ideas
Correlation to Horse
6.RP.A.1

Understand the concept of a ratio and use ratio language to describe a
ratio relationship between two quantities.
 Back in the Classroom
- Horsepower
worksheet
6.RP.A.2

Understand the concept of a unit rate a/b associated with a ratio a:b with
b ≠ 0, and use rate language in the context of a ratio relationship.
 Back in the Classroom
- Horsepower
worksheet
6.RP.A.3

Use ratio and rate reasoning to solve real-world and mathematical
problems, e.g., by reasoning about tables of equivalent ratios, tape
diagrams, double number line diagrams, or equations.
 Back in the Classroom
- Horsepower
worksheet
6.EE.A.2

Write, read, and evaluate expressions in which letters stand for numbers.
 Back in the Classroom
- Horsepower
worksheet
7.RP.A.1

Compute unit rates associated with ratios of fractions, including ratios of
lengths, areas and other quantities measured in like or different units. For
 Back in the Classroom
- Horsepower
worksheet
example, if a person walks 1/2 mile in each 1/4 hour, compute the unit
rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles
per hour.
HSA.CED.A.4

Rearrange formulas to highlight a quantity of interest, using the same
reasoning as in solving equations.
 Back in the Classroom
- Horsepower
worksheet
The Horse
Kansas Standards for History, Government and Social Studies
Standard
4.1 & 4.3
Societies experience
continuity and change over
time.
5.1 – 5.4
Relationships among
people, places, ideas, and
environments are dynamic
Correlation to Horse
Key Ideas

4.1 The student will recognize and evaluate continuity
and change over time and its impact on individuals,
institutions, communities, states, and nations.
-

4.3 The student will investigate an example of continuity
and/or change and connect that continuity and/or
change to a contemporary issue.
-




5.1 The student will recognize and evaluate dynamic
relationships that impact lives in communities, states,
and nations.
5.2 The student will analyze the context of significant
relationships and draw conclusions about a
contemporary world.
5.3 The student will investigate the relationship among
people, places, ideas, and/or the environment and
connect those relationships to contemporary issues.
5.4 The student will use his/her understanding of these
dynamic relationships to create a personal, community,
state, and/or national narrative.
-
-
Horses and Hunters
Domesticating Horses
How We Shaped
Horses/How Horses
Shaped Us
An Enduring Bond
How We Shaped
Horses/How Horses
Shaped Us
An Enduring Bond
The Horse
Show Me Standards Social Studies
Standard
Correlation to Horse
Key Ideas
SS6 1.6
Effects of actions, cultural,
traditions and institutions

Cultural traditions, human actions and institutions
affect people’s behavior
-
How We Shaped
Horses/How Horses
Shaped Us
SS6 1.9
Changing ideas, concepts
and traditions

Ideas, concepts and traditions have changed over time
in the United States
-
How We Shaped
Horses/How Horses
Shaped Us