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Skills available for Wisconsin third-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.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.SEP1.A Asking Questions

    • SCI.SEP1.A.3-5 Students ask questions that specify qualitative relationships. This includes the following:

      • SCI.SEP1.A.3-5.1 Ask questions about what would happen if a variable is changed.

      • SCI.SEP1.A.3-5.2 Identify scientific (testable) and non-scientific (non-testable) questions.

      • SCI.SEP1.A.3-5.3 Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.

  • SCI.SEP1.B Defining Problems

    • SCI.SEP1.B.3-5 Students use prior knowledge to describe and define simple design problems that can be solved through the development of an object, tool, process, or system. They include several criteria for success and constraints on materials, time, or cost.

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.3-5 Students build and revise simple models and use models to represent events and design solutions. This includes the following:

      • SCI.SEP2.A.3-5.1 Identify limitations of models.

      • SCI.SEP2.A.3-5.2 Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events.

      • SCI.SEP2.A.3-5.3 Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution.

      • SCI.SEP2.A.3-5.4 Develop and/or use models to describe or predict phenomena.

      • SCI.SEP2.A.3-5.5 Develop a diagram or simple physical prototype to convey a proposed object, tool, or process.

      • SCI.SEP2.A.3-5.6 Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.

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.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.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.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.3-5 Students critique the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world. This includes the following:

      • SCI.SEP7.A.3-5.1 Compare and refine arguments based on an evaluation of the evidence presented.

      • SCI.SEP7.A.3-5.2 Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation.

      • SCI.SEP7.A.3-5.3 Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions.

      • SCI.SEP7.A.3-5.4 Construct and/or support an argument with evidence, data, or a model.

      • SCI.SEP7.A.3-5.5 Use data to evaluate claims about cause and effect.

      • SCI.SEP7.A.3-5.6 Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

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.3-5 Students evaluate the merit and accuracy of ideas and methods. This includes the following:

      • SCI.SEP8.A.3-5.1 Read and comprehend grade-appropriate complex texts and other reliable media to summarize and obtain scientific and technical ideas, and describe how they are supported by evidence.

      • SCI.SEP8.A.3-5.2 Compare and/or combine information across complex texts and other reliable media to support the engagement in scientific and engineering practices.

      • SCI.SEP8.A.3-5.3 Combine information in written text with that contained in corresponding tables, diagrams, or charts to support the engagement in other scientific and engineering practices.

      • SCI.SEP8.A.3-5.4 Obtain and combine information from books or other reliable media to explain phenomena or solutions to a design problem.

      • SCI.SEP8.A.3-5.5 Communicate scientific and technical information orally or in written formats, including various forms of media, which may include tables, diagrams, and charts.

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

  • Patterns

    • SCI.CC1.3-5 Students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and use these patterns to make predictions.

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.CC2.3-5 Students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity may or may not signify a cause and effect relationship.

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.

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.

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.CC6.3-5 Students understand different materials have different substructures, which can sometimes be observed; and substructures have shapes and parts that serve functions.

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.

  • Stability and Change

    • SCI.CC7.3-5 Students measure change in terms of differences over time, and observe that change may occur at different rates. They understand some systems appear stable, but over long periods of time they will eventually change.

SCI.LS Life Science

SCI.PS Physical Science

SCI.ESS Earth and Space Science

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.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.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.

    • 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.

    • 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).