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Skills available for Wisconsin second-grade science standards

Standards are in black and IXL science skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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SCI.CC1 Students use science and engineering practices, disciplinary core ideas, and patterns to make sense of phenomena and solve problems.

  • Patterns

    • SCI.CC1.K-2 Students recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.

SCI.CC2 Students use science and engineering practices, disciplinary core ideas, and cause and effect relationships to make sense of phenomena and solve problems.

  • Cause and Effect

    • SCI.CC2.K-2 Students learn that events have causes that generate observable patterns. They design simple tests to gather evidence to support or refute their own ideas about causes.

SCI.CC3 Students use science and engineering practices, disciplinary core ideas, and an understanding of scale, proportion and quantity to make sense of phenomena and solve problems.

SCI.CC4 Students use science and engineering practices, disciplinary core ideas, and an understanding of systems and models to make sense of phenomena and solve problems.

  • Systems and System Models

SCI.CC5 Students use science and engineering practices, disciplinary core ideas, and an understanding of energy and matter to make sense of phenomena and solve problems.

  • Energy and Matter

    • SCI.CC5.K-2 Students observe objects may break into smaller pieces, be put together into larger pieces, or change shapes.

SCI.CC6 Students use science and engineering practices, disciplinary core ideas, and an understanding of structure and function to make sense of phenomena and solve problems.

  • Structure and Function

    • SCI.CC6.K-2 Students observe the shape and stability of structures of natural and designed objects are related to their function(s).

SCI.CC7 Students use science and engineering practices, disciplinary core ideas, and an understanding of stability and change to make sense of phenomena and solve problems.

SCI.SEP1 Students ask questions and define problems, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP2 Students develop and use models, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

  • SCI.SEP2.A Developing Models

    • SCI.SEP2.A.K-2 Students use and develop models (i.e., diagrams, drawings, physical replicas, dioramas, dramatizations, or storyboards) that represent concrete events or design solutions. This includes the following:

      • SCI.SEP2.A.K-2.1 Distinguish between a model and the actual object, process, or events the model represents.

      • SCI.SEP2.A.K-2.2 Compare models to identify common features and differences.

      • SCI.SEP2.A.K-2.3 Develop or use models to represent amounts, relationships, relative scales (bigger, smaller), and patterns in the natural and designed world(s).

      • SCI.SEP2.A.K-2.4 Develop a simple model based on evidence to represent a proposed object or tool.

SCI.SEP3 Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

  • SCI.SEP3.A Planning and Conducting Investigations

    • SCI.SEP3.A.K-2 Students plan and carry out simple investigations, based on fair tests, which provide data to support explanations or design solutions. This includes the following:

      • SCI.SEP3.A.K-2.1 With guidance, plan and conduct an investigation in collaboration with peers (for K).

      • SCI.SEP3.A.K-2.2 Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.

      • SCI.SEP3.A.K-2.3 Evaluate different ways of observing and measuring a phenomenon to determine which way can answer the question being studied.

      • SCI.SEP3.A.K-2.4 Make observations (firsthand or from media) and measurements to collect data that can be used to make comparisons.

      • SCI.SEP3.A.K-2.5 Make observations (firsthand or from media) and measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal.

      • SCI.SEP3.A.K-2.6 Make predictions based on prior experiences.

SCI.SEP4 Students analyze and interpret data, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

  • SCI.SEP4.A Analyze and Interpret Data

    • SCI.SEP4.A.K-2 Students collect, record, and share observations. This includes the following:

      • SCI.SEP4.A.K-2.1 Record information (observations, thoughts, and ideas).

      • SCI.SEP4.A.K-2.2 Use and share pictures, drawings, or writings of observations.

      • SCI.SEP4.A.K-2.3 Use observations (firsthand or from media) to describe patterns or relationships in the natural and designed worlds in order to answer scientific questions and solve problems.

      • SCI.SEP4.A.K-2.4 Compare predictions (based on prior experiences) to what occurred (observable events).

      • SCI.SEP4.A.K-2.5 Analyze data from tests of an object or tool to determine if the object or tool works as intended.

SCI.SEP5 Students use mathematics and computational thinking, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP6 Students construct explanations and design solutions, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

  • SCI.SEP6.A Construct an Explanation

    • SCI.SEP6.A.K-2 Students use evidence and ideas in constructing evidence-based accounts of natural phenomena. This includes the following:

      • SCI.SEP6.A.K-2.1 Use information from observations (firsthand and from media) to construct an evidence-based account for natural phenomena.

  • SCI.SEP6.B Design Solutions

SCI.SEP7 Students engage in argument from evidence, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

  • SCI.SEP7.A Argue from Evidence

    • SCI.SEP7.A.K-2 Students compare ideas and representations about the natural and designed world. This includes the following:

      • SCI.SEP7.A.K-2.1 Identify arguments that are supported by evidence.

      • SCI.SEP7.A.K-2.2 Distinguish between explanations that account for all gathered evidence and those that do not.

      • SCI.SEP7.A.K-2.3 Analyze why some evidence is relevant to a scientific question and some is not.

      • SCI.SEP7.A.K-2.4 Distinguish between opinions and evidence in one's own explanations.

      • SCI.SEP7.A.K-2.5 Listen actively to arguments to indicate agreement or disagreement based on evidence, or to retell the main points of the argument.

      • SCI.SEP7.A.K-2.6 Construct an argument with evidence to support a claim.

      • SCI.SEP7.A.K-2.7 Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence.

SCI.SEP8 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.

  • SCI.SEP8.A Obtain, Evaluate, and Communicate Information

    • SCI.SEP8.A.K-2 Students use observations and texts to communicate new information. This includes the following:

      • SCI.SEP8.A.K-2.1 Read developmentally-appropriate texts or use media to obtain scientific and technical information. Use the information to determine patterns in or evidence about the natural and designed worlds.

      • SCI.SEP8.A.K-2.2 Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea.

      • SCI.SEP8.A.K-2.3 Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering scientific questions or supporting scientific claims.

      • SCI.SEP8.A.K-2.4 Communicate information or design ideas and solutions with others in oral or written forms. Use models, drawings, writing, or numbers that provide detail about scientific ideas, practices, or design ideas.

SCI.LS Life Science

SCI.PS Physical Science

SCI.ESS Earth and Space Science

  • SCI.ESS1 Students use science and engineering practices, crosscutting concepts, and an understanding of Earth's place in the universe to make sense of phenomena and solve problems.

  • SCI.ESS2 Students use science and engineering practices, crosscutting concepts, and an understanding of Earth's systems to make sense of phenomena and solve problems.

    • SCI.ESS2.A Earth Materials and Systems

    • SCI.ESS2.B Plate Tectonics and Large-Scale System Interactions

      • SCI.ESS2.B.2 Maps show where things are located. One can map the shapes and kinds of land and water in any area.

    • SCI.ESS2.C The Roles of Water in Earth's Surface Processes

    • SCI.ESS2.D Weather and Climate

    • SCI.ESS2.E Biogeology

  • SCI.ESS3 Students use science and engineering practices, crosscutting concepts, and an understanding of the Earth and human activity to make sense of phenomena and solve problems.

    • SCI.ESS3.A Natural Resources

    • SCI.ESS3.B Natural Hazards

    • SCI.ESS3.C Human Impacts on Earth Systems

    • SCI.ESS3.D Global Climate Change

SCI.ETS Engineering, Technology, and the Application of Science

  • SCI.ETS1 Students use science and engineering practices, crosscutting concepts, and an understanding of engineering design to make sense of phenomena and solve problems.

    • SCI.ETS1.A Defining and Delimiting Engineering Problems

      • SCI.ETS1.A.K-2.i A situation that people want to change or create can be approached as a problem to be solved through engineering.

      • SCI.ETS1.A.K-2.ii Asking questions, making observations, and gathering information are helpful in thinking about problems.

      • SCI.ETS1.A.K-2.iii Before beginning to design a solution, it is important to clearly understand the problem.

    • SCI.ETS1.B Developing Possible Solutions

      • SCI.ETS1.B.K-2 Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people.

    • SCI.ETS1.C Optimizing the Design Solution

      • SCI.ETS1.C.K-2 Because there is more than one possible solution to a problem, it is useful to compare and test designs.

  • SCI.ETS2 Students use science and engineering practices, crosscutting concepts, and an understanding of the links among Engineering, Technology, Science, and Society to make sense of phenomena and solve problems.

  • SCI.ETS3 Students use science and engineering practices, crosscutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems.

    • SCI.ETS3.A Science and Engineering Are Human Endeavors

      • SCI.ETS3.A.K-2.i People of diverse backgrounds can become scientists and engineers.

      • SCI.ETS3.A.K-2.ii People have practiced science and engineering for a long time.

      • SCI.ETS3.A.K-2.iii Creativity and imagination are important to science and engineering.

    • SCI.ETS3.B Science and Engineering Are Unique Ways of Thinking with Different Purposes

      • SCI.ETS3.B.K-2.i Scientists use evidence to explain the natural world.

      • SCI.ETS3.B.K-2.ii Science assumes natural events happen today as they happened in the past.

      • SCI.ETS3.B.K-2.iii Engineers solve problems to meet the needs of people and communities.

    • SCI.ETS3.C Science and Engineering Use Multiple Approaches to Create New Knowledge and Solve Problems