Wisconsin

SCI.LS Life Science

• SCI.LS2 Students use science and engineering practices, crosscutting concepts, and an understanding of the interactions, energy, and dynamics within ecosystems to make sense of phenomena and solve problems.

  • SCI.LS2.A Interdependent Relationships in Ecosystems

    • SCI.LS2.A.2 Plants depend on water and light to grow. Plants depend on animals for pollination or to move their seeds around.

      • Pollinator: ruby-throated hummingbird (2-M.9)
      • Pollinator: Indian flying fox (2-M.10)
      • Pollinator: painted lady butterfly (2-M.11)
      • Seed disperser: Eurasian red squirrel (2-M.12)
      • Seed disperser: African elephant (2-M.13)
      • Seed disperser: common ostrich (2-M.14)
      • How do plants make food? (3-M.3)

• SCI.LS4 Students use science and engineering practices, crosscutting concepts, and an understanding of biological evolution to make sense of phenomena and solve problems.

  • SCI.LS4.D Biodiversity and Humans

    • SCI.LS4.D.2 There are many different kinds of living things in any area, and they exist in different places on land and in water.

      • Identify mammals, birds, fish, reptiles, and amphibians (2-I.3)
      • Identify animals with and without backbones (2-I.4)
      • Observe traits (2-L.1)
      • Observe and compare traits (2-L.2)

SCI.PS Physical Science

• SCI.PS1 Students use science and engineering practices, crosscutting concepts, and an understanding of matter and its interactions to make sense of phenomena and solve problems.

  • SCI.PS1.A Structure and Function

    • SCI.PS1.A.2 Matter exists as different substances that have different observable properties. Different properties are suited to different purposes. Objects can be built up from smaller parts.

      • Identify properties of an object (2-A.1)
      • Compare properties of objects (2-A.2)
      • Compare properties of materials (2-A.3)
      • Identify materials in objects (2-A.4)
      • Identify multiple materials in objects (2-A.5)

  • SCI.PS1.B Chemical Reactions

    • SCI.PS1.B.2 Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not.

      • Changes caused by heating and cooling (2-C.1)
      • Change-of-state diagrams: solid and liquid (2-C.2)
      • Change-of-state diagrams: liquid and gas (2-C.3)
      • Change-of-state diagrams: solid, liquid, and gas (2-C.4)
      • Heating, cooling, and changes of state: melting and freezing (2-C.5)
      • Heating, cooling, and changes of state: evaporating and condensing (2-C.6)

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.ESS1.C The History of Planet Earth

    • SCI.ESS1.C.2 Some events on Earth occur very quickly; others can occur very slowly.

      • Classify changes to Earth's surface (2-R.1)
      • Find evidence of changes to Earth's surface (2-R.2)
      • Changes to Earth's surface: earthquakes (2-R.3)
      • Changes to Earth's surface: volcanic eruptions (2-R.4)
      • Changes to Earth's surface: erosion (2-R.5)
      • Evaluate multiple design solutions to prevent erosion (2-S.1)

• 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.A.2 Wind and water change the shape of the land.

      • Changes to Earth's surface: erosion (2-R.5)
      • Evaluate multiple design solutions to prevent erosion (2-S.1)

  • 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.

      • Water on Earth (2-Q.2)
      • Identify Earth’s land features (2-Q.4)

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

    • SCI.ESS2.C.2 Water is found in many types of places and in different forms on Earth.

      • Types of precipitation (2-P.2)
      • Bodies of water (2-Q.1)
      • Water on Earth (2-Q.2)

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.

      • Evaluate multiple design solutions to prevent erosion (2-S.1)

  • 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.

      • Evaluate multiple design solutions to prevent erosion (2-S.1)

• 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.ETS2.A Interdependence of Science, Engineering, and Technology

    • SCI.ETS2.A.K-2 Science and engineering involve the use of tools to observe and measure things.

      • Read a thermometer (2-P.6)
      • Compare temperatures on thermometers (2-P.7)
      • Choose units of time (2-T.1)
      • Choose customary units of distance (2-T.2)
      • Choose metric units of distance (2-T.3)
      • Abbreviate time and length units (2-T.4)
      • Abbreviate mass and volume units (2-T.5)
      • Choose the best measuring tool for length: customary units (2-T.6)
      • Choose the best measuring tool for length: metric units (2-T.7)

  • SCI.ETS2.B Influence of Engineering, Technology, and Science on Society and the Natural World

    • SCI.ETS2.B.K-2.i Every human-made product is designed by applying some knowledge of the natural world and is built by using natural materials.

    • SCI.ETS2.B.K-2.ii Taking natural materials to make things impacts the environment.

• 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.

      • Find evidence of changes to Earth's surface (2-R.2)

    • 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

    • SCI.ETS3.C.K-2.i Science and engineers use many approaches to answer questions about the natural world and solve problems.

    • SCI.ETS3.C.K-2.ii Scientific explanations are strengthened by being supported with evidence.

      • Find evidence of changes to Earth's surface (2-R.2)

    • SCI.ETS3.C.K-2.iii An engineering problem can have many solutions. The strength of a solution depends on how well it solves the problem.

      • Evaluate multiple design solutions to prevent erosion (2-S.1)
      • Evaluate multiple design solutions to prevent flooding (3-X.3)
      • Identify the best design solution to prevent hurricane damage (3-X.4)