|
Wisconsin
|
|
Subject
|
Grade
|
Broad
Standard Reference
|
Standard
Code
|
Standard
Name
|
Standard
|
| WI Environmental Education |
K–4 |
Knowledge of Environmental Processes and Systems |
B.4.3 |
Energy and Ecosystems |
Illustrate how students use energy in their daily lives. |
| 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 |
Health Education |
7:2:B2 |
Standard 7 |
Demonstrate behaviors that avoid or reduce health risks. |
| WI Health |
3–5 |
|
1:2:A1 |
-- |
Describe ways to prevent common childhood accidents . . . These may include but are not limited to . . . safety and related behaviors. |
| WI Health |
3–5 |
|
1A |
-- |
Describe basic concepts related to health promotion and disease prevention. |
| WI Health |
3–5 |
|
4 |
-- |
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| WI Health |
3–5 |
|
4:2:A2 |
-- |
Describe how to ask for assistance. |
| WI Health |
3–5 |
|
4:2:B1 |
-- |
Demonstrate ways to prevent health risks and conflict through communication. |
| WI Health |
3–5 |
|
4B |
-- |
Demonstrate communication skills that prevent, resolve, or reduce health risks. |
| WI Health |
3–5 |
|
7 |
-- |
Students will demonstrate the ability to use health-enhancing behaviors and avoid or reduce health risks. |
| WI Health |
3–5 |
|
7:2:B2 |
-- |
Demonstrate behaviors that avoid or reduce health risks. |
| WI Health |
3–5 |
|
7A |
-- |
Identify health-enhancing behaviors. |
| WI Health |
3–5 |
|
8 |
-- |
Students will demonstrate the ability to advocate for personal, family, and community health. |
| WI Health |
3–5 |
|
8:2:B3 |
-- |
Encourage family members to engage in health-enhancing behaviors through actions or suggestions. |
| WI Health |
3–5 |
|
8B |
-- |
Describe situations where advocacy is appropriate. |
| 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 Health |
5–8 |
|
1 |
-- |
Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| Health |
6–8 |
Health Education |
4:3:A1 |
Standard 4 |
Examine appropriate communication strategies |
| Health |
6–8 |
Health Education |
7:3:B2 |
Standard 7 |
Demonstrate behaviors that avoid or reduce health risks to self or others |
| WI Health |
6–8 |
|
1 |
-- |
Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| 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. |
