| WI Modified NGSS | K-12 | Science and Engineering Practices | | Developiong Models | Students develop and use models, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| WI Modified NGSS | K-12 | Science and Engineering Practices | | Planning and Conducting Investigations | Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| WI Modified NGSS | K-12 | Science and Engineering Practices | | Analyze and Interpret Data | Students analyze and interpret data, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| WI Modified NGSS | K-12 | Science and Engineering Practices | | Construct an Explanation | Students construct explanations and design solutions, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems. |
| WI Modified NGSS | K-12 | Science and Engineering Practices | | Obtain, Evaluate, and Communicate Information | 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. |
| WI Modified NGSS | 3-5 | Science and Engineering Practices | SCI.SEP1.A.3-5 | Asking Questions | Students ask questions that specify qualitative relationships. This includes the following: Ask questions about what would happen if a variable is changed. . . Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. |
| WI Modified NGSS | 3-5 | Physical Science | SCI.PS3.D.5 | Energy in Chemical Processes and Everyday Life | Stored energy in food or fuel can be converted to useable energy. |
| WI Modified NGSS | 3-5 | Eath and Space Sciences | SCI.ESS3.A.4 | Natural Resources | Energy and fuels humans use are derived from natural sources, and their use affects the environment. Some resources are renewable over time, others are not. |
| WI Modified NGSS | 6-8 | Eath and Space Sciences | SCI.ESS3.A.m | Natural Resources | Humans depend on Earth’s land, oceans, fresh water, atmosphere, and biosphere for different resources, many of which are limited or not renewable. . . |
| CCSS ELA Literacy | 5 | Reading Informational Text | CCSS.ELA-LITERACY.RI.5.7 | Integration of Knowledge and Ideas | Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. |
| CCSS ELA Literacy | 6 | Reading Informational Text | CCSS.ELA-LITERACY.RI.6.7 | Integration of Knowledge and Ideas | Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. |
| CCSS ELA Literacy | 6 | Science and Technical Subjects | CCSS.ELA-LITERACY.RST.6.2 | Key Ideas and Details | Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. |
| CCSS ELA Literacy | 6 | Science and Technical Subjects | 6-RST.6 | Key Ideas and Details | Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. |
| CCSS ELA Literacy | 6 | Science and Technical Subjects | 6-RST.7 | Integration of Knowledge and Ideas | Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |
| CCSS ELA Literacy | 6 | Science and Technical Subjects | 6-RST.9 | Integration of Knowledge and Ideas | Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. |
| WI Health | 3-5 | | 1:2:A1 | | Describe ways to prevent common childhood accidents . . . These may include but are not limited to . . . safety and related behaviors. |
| WI Health | 3-5 | | 4 | | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| WI Health | 3-5 | | 4B | | Demonstrate communication skills that prevent, resolve, or reduce health risks. |
| WI Health | 3-5 | | 4:2:A2 | | Describe how to ask for assistance. |
| WI Health | 3-5 | | 4:2:B1 | | Demonstrate ways to prevent health risks and conflict through communication. |
| WI Health | 3-5 | | 7 | | Students will demonstrate the ability to use health-enhancing behaviors and avoid or reduce health risks. |
| WI Health | 3-5 | | 7A | | Identify health-enhancing behaviors. |
| WI Health | 3-5 | | 7:2:B2 | | Demonstrate behaviors that avoid or reduce health risks. |
| WI Health | 3-5 | | 8 | | Students will demonstrate the ability to advocate for personal, family, and community health. |
| WI Health | 3-5 | | 8:2:B3 | | Encourage family members to engage in health-enhancing behaviors through actions or suggestions. |
| WI Health | 6-8 | | 1A | | Identify the components of health promotion and disease prevention. |
| WI Health | 6-8 | | 1:3:A1 | | Describe specific behaviors that reduce or prevent injuries . . . These may include but are not limited to . . . safety and related behaviors. |
| WI Health | 6-8 | | 1:3:A2 | | Describe the negative consequences of engaging in unhealthy behaviors. |
| WI Health | 6-8 | | 4 | | Examine and demonstrate communication skills that enhance health and avoid health risks. |
| WI Health | 6-8 | | 4:3:A1 | | Examine appropriate communication strategies. |
| WI Health | 6-8 | | 3B | | Demonstrate the role of self-responsibility in enhancing health. |
| WI Health | 6-8 | | 7:3:B2 | | Demonstrate behaviors that avoid or reduce health risks to self or others. |
| WI Health | 6-8 | | 7 | | Students will demonstrate the ability to use health-enhancing behaviors and avoid or reduce health risks. |
| WI Health | 6-8 | | 7A | | Explain the importance of self-responsibility for personal health behaviors. |
| WI Health | 6-8 | | 7:3:A1 | | Evaluate behaviors that maintain or improve the health of self and others. These may include . . . practicing safety-related behaviors in various complex settings. |
