Wisconsin
|
Subject
|
Grade
|
Broad Standard Reference
|
Standard Code
|
Standard Name
|
Standard
|
WI Environmental Ed |
K-4 |
Knowledge of Environmental Processes and Systems |
B.4.2 |
-- |
Illustrate how students use energy in their daily lives. |
WI Environmental Ed |
K-4 |
Knowledge of Environmental Processes and Systems |
B.4.3 |
-- |
List sources of energy, distinguishing between renewable and nonrenewable sources. |
WI Health |
3-5 |
|
7A |
-- |
Identify health-enhancing behaviors. |
WI Modified NGSS |
3-5 |
Crosscutting Concepts |
SCI.CC1.3-5 |
Patterns |
Students identify similarities and differences in order to sort and classify natural objects and designed products. |
WI Modified NGSS |
3-5 |
Crosscutting Concepts |
SCI.CC4.3-5 |
Systems and System Models |
Students understand a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They also describe a system in terms of its components and their interactions. |
WI Modified NGSS |
3-5 |
Earth and Space Sciences |
SCI.ESS3.A.4 |
Natural Resources |
Energy and fuels humans use are derived from natural sources, and their use affects the environment. Some resources are renewable over time, others are not. |
WI Modified NGSS |
3-5 |
Physical Science |
SCI.PS3.B.4 |
Conservation of Energy and Energy Transfer |
Energy can be moved from place to place by moving objects, or through sound, light, or electrical currents. Energy can be converted from one form to another form. |
WI Modified NGSS |
3-5 |
Physical Science |
SCI.PS3.D.5 |
Energy in Chemical Processes and Everyday Life |
Stored energy in food or fuel can be converted to useable energy. |
WI Modified NGSS |
3-5 |
Science and Engineering Practices |
SCI.SEP1.A.3-5 |
Asking Questions |
Students ask questions that specify qualitative relationships. This includes the following: Ask questions about what would happen if a variable is changed. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. |
WI Modified NGSS |
3-5 |
Science and Engineering Practices |
SCI.SEP1.A.m |
Asking Questions |
Students ask questions to specify relationships between variables and clarify arguments and models. This includes the following: Ask questions that require sufficient and appropriate empirical evidence to answer. |
WI NGSS-Modified |
4 |
Earth and Space Sciences |
4-ESS3-1 |
Earth and Human Activity |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
WI NGSS-Modified |
4 |
Energy |
4-PS3.B |
Disciplinary Core Ideas: Conservation of Energy and Energy Transfer |
Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. |
WI NGSS-Modified |
4 |
Physical Science |
4-PS3-2 |
Energy |
Make observations to show that energy can be transferred from place to place by light, heat, and electric currents. |
WI NGSS-Modified |
5 |
Matter and Its Interactions |
5-PS1-1 |
Science and Engineering Practices: Developing and Using Models |
Develop a model to describe phenomena. |
WI NGSS-Modified |
5 |
Physical Science |
5-PS1-3 |
Matter and Its Interactions |
Make observations and measurements to identify materials based on their properties. |
CCSS ELA Literacy |
6 |
Science and Technical Subjects |
6-RST.6 |
Key Ideas and Details |
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. |
CCSS ELA Literacy |
6 |
Science and Technical Subjects |
6-RST.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). |
WI NGSS-Modified |
6 |
Energy |
6-MS-PS3-3 |
Crosscutting Concepts: Energy and Matter |
The transfer of energy can be tracked as energy flows through a designed or natural system. |
WI NGSS-Modified |
6 |
Energy |
6-MS-PS3-3 |
Science and Engineering Practices: Constructing Explanations and Designing Solutions |
Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process, or system. |
WI Health |
6-8 |
|
1:3:A1 |
-- |
Describe specific behaviors that reduce or prevent injuries. These may include but are not limited to safety and related behaviors. |
WI Health |
6-8 |
|
1:3:A2 |
-- |
Describe the negative consequences of engaging in unhealthy behaviors. |
WI Health |
6-8 |
|
1A |
-- |
Identify the components of health promotion and disease prevention. |
WI Health |
6-8 |
|
3A |
-- |
Examine communication strategies in various health-related settings. |
WI Health |
6-8 |
|
3B |
-- |
Demonstrate the role of self-responsibility in enhancing health. |
WI Health |
6-8 |
|
4 |
-- |
Examine and demonstrate communication skills that enhance health and avoid health risks. |
WI Health |
6-8 |
|
4:3:A1 |
-- |
Examine appropriate communication strategies. |
WI Health |
6-8 |
|
7 |
-- |
Students will demonstrate the ability to use health-enhancing behaviors and avoid or reduce health risks. |
WI Health |
6-8 |
|
7:3:A1 |
-- |
Evaluate behaviors that maintain or improve the health of self and others. These may include practicing safety-related behaviors in various complex settings. |
WI Health |
6-8 |
|
7:3:B2 |
-- |
Demonstrate behaviors that avoid or reduce health risks to self or others. |
WI Health |
6-8 |
|
7A |
-- |
Explain the importance of self-responsibility for personal health behaviors. |
WI Modified NGSS |
6-8 |
Crosscutting Concepts |
SCI.CC3.m |
Scale, Proportion, and Quantity |
Students observe time, space, and energy phenomena at various scales using models to study systems that are too large or too small. |
WI Modified NGSS |
6-8 |
Crosscutting Concepts |
SCI.CC4.m |
Systems and System Models |
Students use models to represent systems and their interactions; such as inputs, processes, and outputs; and energy, matter, and information flows within systems |
WI Modified NGSS |
6-8 |
Earth and Space Sciences |
SCI.ESS3.A.m |
Natural Resources |
Humans depend on Earth's land, oceans, fresh water, atmosphere, and biosphere for different resources, many of which are limited or not renewable. |
WI Modified NGSS |
K-12 |
Science and Engineering Practices |
SCI.SEP2 |
Developiong Models |
Students develop and use models, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
WI Modified NGSS |
K-12 |
Science and Engineering Practices |
SCI.SEP3.A |
Planning and Conducting Investigations |
Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
WI Modified NGSS |
K-12 |
Science and Engineering Practices |
SCI.SEP4 |
Analyze and Interpret Data |
Students analyze and interpret data, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
WI Modified NGSS |
K-12 |
Science and Engineering Practices |
SCI.SEP6 |
Construct an Explanation |
Students construct explanations and design solutions, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
WI Modified NGSS |
K-12 |
Science and Engineering Practices |
SCI.SEP8 |
Obtain, Evaluate, and Communicate Information |
Students will obtain, evaluate and communicate information, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |