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WI.SCI.Science
Science
SCI.CC. Crosscutting Concepts (CC)
SCI.CC1. Students use science and engineering practices, disciplinary core ideas, and patterns to make sense of phenomena and solve problems.
Patterns
SCI.CC1.h. Students observe patterns in systems at different scales and cite patterns as empirical evidence for causality in supporting their explanations of phenomena. They recognize classifications or explanations used at one scale may not be useful or need revisi
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.h. Students understand empirical evidence is required to differentiate between cause and correlation and to make claims about specific causes and effects. They suggest cause and effect relationships to explain and predict behaviors in complex natural and des
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.
Scale, Proportion, and Quantity
SCI.CC3.h. Students understand the significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. They recognize patterns observable at one scale may not be observable or exist at other scales, and some systems can only be studi
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.CC4.h. Students investigate or analyze a system by defining its boundaries and initial conditions, as well as its inputs and outputs. They use models (e.g., physical, mathematical, computer models) to simulate the flow of energy, matter, and interactions within
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.h. Students understand that the total amount of energy and matter in closed systems is conserved. They describe changes of energy and matter in a system in terms of energy and matter flows into, out of, and within that system. They also learn that energy can
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.h. Students investigate systems by examining the properties of different materials, the structures of different components, and their interconnections to reveal the system’s function and solve a problem. They infer the functions and properties of natural and
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.h. Students understand much of science deals with constructing explanations of how things change and how they remain stable. They quantify and model changes in systems over very short or very long periods of time. They see some changes are irreversible, and
SCI.ESS. Disciplinary Core Idea: Earth and Space Sciences (ESS)
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.A. The Universe and Its Stars
SCI.ESS1.A.h. Light spectra from stars are used to determine their characteristics, processes, and lifecycles. Solar activity creates the elements through nuclear fusion. The development of technologies has provided the astronomical data that provide the empirical evid
SCI.ESS1.B.h. Kepler’s laws describe common features of the motions of orbiting objects. Observations from astronomy and space probes provide evidence for explanations of solar system formation. Cyclical changes in Earth’s tilt and orbit, occurring over tens to hundred
SCI.ESS1.C.h. The rock record resulting from tectonic and other geoscience processes as well as objects from the solar system can provide evidence of Earth’s early history and the relative ages of major geologic formations.
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.B. Plate Tectonics and Large-Scale System Interactions
SCI.ESS2.B.h. Radioactive decay within Earth’s interior contributes to thermal convection in the mantle.
SCI.ESS2.D.h. The role of radiation from the sun and its interactions with the atmosphere, ocean, and land are the foundation for the global climate system. Global climate models are used to predict future changes, including changes influenced by human behavior and nat
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.h. Natural hazards and other geological events have shaped the course of human history at local, regional, and global scales.
SCI.ESS3.C.h. Sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources, including the development of technologies.
SCI.ESS3.D.h. Global climate models used to predict changes continue to be improved, although discoveries about the global climate system are ongoing and continually needed.
SCI.ETS. Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS)
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.B. Developing Possible Solutions
SCI.ETS1.B.h.1. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.
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.B. Influence of Engineering, Technology, and Science on Society and the Natural World
SCI.ETS2.B.h.2. Engineers continuously modify these systems to increase benefits while decreasing costs and risks.
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.h.1. Individuals from diverse backgrounds bring unique perspectives that are valuable to the outcomes and processes of science and engineering.
SCI.ETS3.A.h.2. Scientists’ and engineers’ backgrounds, perspectives, and fields of endeavor influence the nature of questions they ask, the definition of problems, and the nature of their findings and solutions.
SCI.ETS3.B. Science and Engineering Are Unique Ways of Thinking with Different Purposes
SCI.ETS3.B.h.1. Science is both a body of knowledge that represents current understanding of natural systems and the processes used to refine, elaborate, revise and extend this knowledge. These processes differentiate science from other ways of knowing.
SCI.ETS3.B.h.3. Science and engineering innovations may raise ethical issues for which science and engineering, by themselves, do not provide answers and solutions.
SCI.ETS3.C. Science and Engineering Use Multiple Approaches to Create New Knowledge and Solve Problems
SCI.ETS3.C.h.2. The certainty and durability of science findings varies based on the strength of supporting evidence. Theories are usually modified if they are not able to accommodate new evidence.
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 problem.
SCI.LS1.A. Structure and Function
SCI.LS1.A.h. Systems of specialized cells within organisms help perform essential functions of life. Any one system in an organism is made up of numerous parts. Feedback mechanisms maintain an organism’s internal conditions within certain limits and mediate behaviors.
SCI.LS1.C. Organization for Matter and Energy Flow in Organisms
SCI.LS1.C.h. The molecules produced through photosynthesis are used to make amino acids and other molecules that can be assembled into proteins or DNA. Through cellular respiration, matter and energy flow through different organizational levels of an organism as eleme
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.h. Ecosystems have carrying capacities resulting from biotic and abiotic factors. The fundamental tension between resource availability and organism populations affects the abundance of species in any given ecosystem. The combination of the factors that affe
SCI.LS2.B. Cycles of Matter and Energy Transfer in Ecosystems
SCI.LS2.B.h. Photosynthesis and cellular respiration provide most of the energy for life processes. Only a fraction of matter consumed at the lower level of a food web is transferred up, resulting in fewer organisms at higher levels. At each link in an ecosystem, elem
SCI.LS2.C. Ecosystem Dynamics, Functioning, and Resilience
SCI.LS2.C.h. If a biological or physical disturbance to an ecosystem occurs, including one induced by human activity, the ecosystem may return to its more or less original state or become a very different ecosystem, depending on the complex set of interactions within
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.h. DNA carries instructions for forming species’ characteristics. Each cell in an organism has the same genetic content, but genes expressed by cells can differ.
SCI.LS3.B.h. The variation and distribution of traits in a population depend on genetic and environmental factors. Genetic variation can result from mutations caused by environmental factors or errors in DNA replication, or from chromosomes swapping sections during me
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.h. The ongoing branching that produces multiple lines of descent can be inferred by comparing DNA sequences, amino acid sequences, and anatomical and embryological evidence of different organisms.
SCI.LS4.B.h. Natural selection occurs only if there is variation in the genes and traits between organisms in a population. Traits that positively affect survival can become more common in a population.
SCI.LS4.C.h. Evolution results primarily from genetic variation of individuals in a species, competition for resources, and proliferation of organisms better able to survive and reproduce. Adaptation means that the distribution of traits in a population, as well as sp
SCI.LS4.D.h. Biodiversity is increased by formation of new species and reduced by extinction. Humans depend on biodiversity but also have adverse impacts on it. Sustaining biodiversity is essential to supporting life on Earth.
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. Structures and Properties of Matter
SCI.PS1.A.h. The sub-atomic structural model and interactions between electric charges at the atomic scale can be used to explain the structure and interactions of matter, including chemical reactions and nuclear processes. Repeating patterns of the periodic table ref
SCI.PS1.B.h. Chemical processes are understood in terms of collisions of molecules, rearrangement of atoms, and changes in energy as determined by properties of elements involved.
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.h.1. Motion and changes in motion can be quantitatively described using concepts of speed, velocity, and acceleration (including speeding up, slowing down, and/or changing direction).
SCI.PS2.A.h.2. Newton’s second law of motion (F=ma) and the conservation of momentum can be used to predict changes in the motion of macroscopic objects.
SCI.PS2.A.h.3. If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system.
SCI.PS2.B.h.1. Forces at a distance are explained by fields that can transfer energy and can be described in terms of the arrangement and properties of the interacting objects and the distance between them. These forces can be used to describe the relationship between e
SCI.PS3. Students use science and engineering practices, crosscutting concepts, and an understanding of energy to make sense of phenomena and solve problems.
SCI.PS3.A. Definitions of Energy
SCI.PS3.A.h. Systems move towards more stable states.
SCI.PS3.B. Conservation of Energy and Energy Transfer
SCI.PS3.B.h. The total energy within a system is conserved. Energy transfer within and between systems can be described and predicted in terms of energy associated with the motion or configuration of particles (objects).
SCI.PS3.D. Energy in Chemical Processes and Everyday Life
SCI.PS3.D.h. Photosynthesis is the primary biological means of capturing radiation from the sun; energy cannot be destroyed, but it can be converted to less useful forms.
SCI.PS4. Students use science and engineering practices, crosscutting concepts, and an understanding of waves and their applications in technologies for information transfer to make sense of phenomena and solve problems.
SCI.PS4.A. Wave Properties
SCI.PS4.A.h. The wavelength and frequency of a wave are related to one another by the speed of the wave, which depends on the type of wave and the medium through which it is passing. Waves can be used to transmit information and energy.
SCI.PS4.B.h. Both an electromagnetic wave model and a photon model explain features of electromagnetic radiation broadly and describe common applications of electromagnetic radiation.
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 – Students use, synthesize, and develop models to predict and show relationships among variables and between systems and their components in the natural and designed world. This includes the following:
SCI.SEP2.A.h.1. Evaluate merits and limitations of two different models of the same proposed tool, process, mechanism, or system in order to select or revise a model that best fits the evidence or design criteria.
SCI.SEP2.A.h.3. Develop, revise, and use models based on evidence to illustrate and predict the relationships between systems or between components of a system.
SCI.SEP2.A.h.4. Develop and use multiple types of models to provide mechanistic accounts and predict phenomena. Move flexibly between these model types based on merits and limitations.
SCI.SEP2.A.h.6. Develop and use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and solve problems.
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 – Students plan and carry out investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models: This includes the following:
SCI.SEP3.A.h.4. Select appropriate tools to collect, record, analyze, and evaluate data.
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 – Students engage in more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. This includes the following:
SCI.SEP4.A.h.1. Analyze data using tools, technologies, and models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
SCI.SEP4.A.h.2. Apply concepts of statistics and probability to scientific and engineering questions and problems, using digital tools when feasible. Concepts should include determining the fit of functions, slope, and intercepts to data, along with correlation coefficie
SCI.SEP4.A.h.4. Compare and contrast various types of data sets (e.g., self-generated, archival) to examine consistency of measurements and observations.
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.SEP5.A. Qualitative and Quantitative Data – Students use algebraic thinking and analysis, a range of linear and nonlinear functions (including trigonometric functions, exponentials, and logarithms), and computational tools for statistical analysis to analyze, rep
SCI.SEP5.A.h.2. Create and/or revise a computational model or simulation of a phenomenon, designed device, process, or system.
SCI.SEP5.A.h.3. Use mathematical, computational, and algorithmic representations of phenomena or design solutions to describe and support claims and explanations.
SCI.SEP5.A.h.6. Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3, acre-feet, and others).
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 – Students create explanations that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. This includes the following:
SCI.SEP6.A.h.1. Make quantitative and qualitative claims regarding the relationship between dependent and independent variables.
SCI.SEP6.A.h.2. Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources, including students’ own investigations, models, theories, simulations, and peer review. Explanations should reflect the assumption that theories
SCI.SEP6.A.h.3. Apply scientific ideas, principles, and evidence to provide an explanation of phenomena taking into account possible, unanticipated effects.
SCI.SEP6.A.h.4. Apply scientific reasoning, theory, and models to link evidence to the claim and to assess the extent to which the reasoning and data support the explanation.
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 – Students evaluate the validity and reliability of claims, methods, and designs. This includes the following:
SCI.SEP8.A.h.5. Communicate scientific and technical information in multiple formats, including orally, graphically, textually, and mathematically. Examples of information could include ideas about phenomena or the design and performance of a proposed process or system.