Wisconsin

SCI.LS Life Science

• SCI.LS1 Students use science and engineering practices, crosscutting concepts, and an understanding of structures and processes (on a scale from molecules to organisms) to make sense of phenomena and solve problems.

  • SCI.LS1.B Growth and Development of Organisms

    • SCI.LS1.B.3 Reproduction is essential to every kind of organism. Organisms have unique and diverse life cycles.

      • Read animal life cycle diagrams (3-L.1)
      • Construct animal life cycle diagrams (3-L.2)
      • Compare stages of an animal's life cycle (3-L.3)
      • Compare different animals' life cycles (3-L.4)
      • Read and construct flowering plant life cycle diagrams (3-M.4)
      • How do flowering plants make new plants? (3-M.5)

• 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.C Ecosystem Dynamics, Functioning, and Resilience

    • SCI.LS2.C.3 When the environment changes, some organisms survive and reproduce, some move to new locations, some move into transformed environments, and some die.

  • SCI.LS2.D Social Interactions and Group Behavior

    • SCI.LS2.D.3 Being part of a group helps animals obtain food, defend themselves, and cope with changes.

      • Benefits of group behavior: North American caribou (3-L.5)
      • Benefits of group behavior: African wild dogs (3-L.6)
      • Benefits of group behavior: leaf-cutter ants (3-L.7)

• SCI.LS3 Students use science and engineering practices, crosscutting concepts, and an understanding of heredity to make sense of phenomena and solve problems.

  • SCI.LS3.A Inheritance of Traits

    • SCI.LS3.A.3 Many characteristics of organisms are inherited from their parents. Other characteristics result from individuals' interactions with the environment. Many characteristics involve both inheritance and environment.

      • What affects traits? Use observations to support a hypothesis (3-N.2)
      • Match offspring to parents using inherited traits (3-P.1)
      • Identify inherited and acquired traits (3-P.2)
      • Inherited and acquired traits: use evidence to support a statement (3-P.3)

  • SCI.LS3.B Variation of Traits

    • SCI.LS3.B.3 Different organisms vary in how they look and function because they have different inherited information; the environment also affects the traits that an organism develops.

      • What affects traits? Use observations to support a hypothesis (3-N.2)

• 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.A Evidence of Common Ancestry and Diversity

    • SCI.LS4.A.3 Some living organisms resemble organisms that once lived on Earth. Fossils provide evidence about the types of organisms and environments that existed long ago.

      • Introduction to fossils (3-S.1)
      • Compare fossils to modern organisms (3-S.2)
      • Compare ancient and modern organisms: use observations to support a hypothesis (3-S.3)

  • SCI.LS4.B Natural Selection

    • SCI.LS4.B.3 Differences in characteristics between individuals of the same species provide advantages in surviving and reproducing.

  • SCI.LS4.C Adaptation

    • SCI.LS4.C.3 Particular organisms can only survive in particular environments.

      • Introduction to adaptations (3-O.1)
      • Animal adaptations: beaks, mouths, and necks (3-O.2)
      • Animal adaptations: feet and limbs (3-O.3)
      • Animal adaptations: skins and body coverings (3-O.4)
      • Identify ecosystems (3-Q.1)
      • Describe ecosystems (3-Q.2)

  • SCI.LS4.D Biodiversity and Humans

    • SCI.LS4.D.3 Populations of organisms live in a variety of habitats. Change in those habitats affects the organisms living there.

      • Benefits of group behavior: North American caribou (3-L.5)
      • Identify ecosystems (3-Q.1)
      • Describe ecosystems (3-Q.2)

SCI.PS Physical Science

• SCI.PS2 Students use science and engineering practices, crosscutting concepts, and an understanding of forces, interactions, motion and stability to make sense of phenomena and solve problems.

  • SCI.PS2.A Forces and Motion

    • SCI.PS2.A.3.i Qualities of motion and changes in motion require description of both size and direction.

      • How do mass and force affect motion? (3-G.3)

    • SCI.PS2.A.3.ii The effect of unbalanced forces on an object results in a change of motion.

      • Identify pushes and pulls (3-G.1)
      • How do balanced and unbalanced forces affect motion? (3-G.2)
      • How do mass and force affect motion? (3-G.3)

    • SCI.PS2.A.3.iii Patterns of motion can be used to predict future motion.

  • SCI.PS2.B Types of Interactions

    • SCI.PS2.B.3 Some forces act through contact, some forces (e.g., magnetic, electrostatic) act even when the objects are not in contact.

      • Identify pushes and pulls (3-G.1)
      • How do balanced and unbalanced forces affect motion? (3-G.2)
      • How do mass and force affect motion? (3-G.3)
      • Introduction to static electricity and charged objects (3-I.1)
      • Identify magnets that attract or repel (3-J.1)
      • Label magnets that attract or repel (3-J.2)
      • Compare strengths of magnetic forces (3-J.3)

SCI.ESS Earth and Space Science

• 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.D Weather and Climate

    • SCI.ESS2.D.3 Climate describes patterns of typical weather conditions over different scales and variations. Historical weather patterns can be analyzed.

      • What's the difference between weather and climate? (3-T.4)
      • Weather and climate around the world (3-T.5)
      • Weather or climate? Cite text (3-T.6)
      • Use climate data to make predictions (3-T.7)
      • Use data to describe U.S. climates (3-T.8)
      • Use data to describe world climates (3-T.9)

• 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.B Natural Hazards

    • SCI.ESS3.B.3 A variety of hazards result from natural processes; humans cannot eliminate hazards but can reduce their impacts.

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

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.3-5 Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.

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

  • SCI.ETS1.B Developing Possible Solutions

    • SCI.ETS1.B.3-5.i Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.

      • Solve problems using magnets (3-X.1)

    • SCI.ETS1.B.3-5.ii At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.

    • SCI.ETS1.B.3-5.iii Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved.

  • SCI.ETS1.C Optimizing the Design Solution

    • SCI.ETS1.C.3-5 Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.

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

• 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.3-5.i Science and technology support each other.

    • SCI.ETS2.A.3-5.ii Tools and instruments are used to answer scientific questions, while scientific discoveries lead to the development of new technologies.

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

    • SCI.ETS2.B.3-5.i People's needs and wants change over time, as do their demands for new and improved technologies.

    • SCI.ETS2.B.3-5.ii Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands.

    • SCI.ETS2.B.3-5.iii When new technologies become available, they can bring about changes in the way people live and interact with one another.

• 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.3-5.i Science and engineering knowledge have been created by many cultures.

    • SCI.ETS3.A.3-5.ii People use the tools and practices of science and engineering in many different situations (e.g., land managers, technicians, nurses and welders).

    • SCI.ETS3.A.3-5.iii Science and engineering affect everyday life.

      • Solve problems using magnets (3-X.1)
      • Evaluate multiple design solutions to prevent flooding (3-X.3)
      • Identify the best design solution to prevent hurricane damage (3-X.4)

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

    • SCI.ETS3.B.3-5.i Science and engineering are both bodies of knowledge and processes that add new knowledge to our understanding.

    • SCI.ETS3.B.3-5.ii Scientific findings are limited to what can be supported with evidence from the natural world.

    • SCI.ETS3.B.3-5.iii Basic laws of nature are the same everywhere in the universe (e.g., gravity, conservation of matter, energy transfer, etc.).

    • SCI.ETS3.B.3-5.iv Engineering solutions often have drawbacks as well as benefits.

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

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

    • SCI.ETS3.C.3-5.i The products of science and engineering are not developed through one set "scientific method" or "engineering design process." Instead, they use a variety of approaches described in the Science and Engineering Practices.

    • SCI.ETS3.C.3-5.ii Science explanations are based on a body of evidence and multiple tests, and describe the mechanisms for natural events. Science explanations can change based on new evidence.

    • SCI.ETS3.C.3-5.iii There is no perfect design in engineering. Designs that are best in some ways (e.g., safety or ease of use) may be inferior in other ways (e.g., cost or aesthetics).

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