| WI Modified NGSS | 3-5 | Crosscutting Concepts | SCI.CC4.3-5 | Systems and System Models | Students understand a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They also describe a system in terms of its components and their interactions. |
| WI Modified NGSS | 3-5 | Earth and Space Sciences | SCI.ESS2.E.4 | Biogeology | Living things can affect the physical characteristics of their environment. |
| WI Modified NGSS | 3-5 | Earth 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 | 3-5 | Earth and Space Sciences | SCI.ESS3.C.5 | Human Impacts on Earth Systems | Societal activities have had major effects on the land, ocean, atmosphere, and even outer space. Societal activities can also help protect Earth's resources and environments. |
| WI Modified NGSS | 3-5 | Physical Science | SCI.PS3.A.4 | Definitions of Energy | Moving objects contain energy. . . |
| WI Modified NGSS | 3-5 | Physical Science | SCI.PS3.B.4 | Conservation of Energy and Energy Transfer | Energy can be moved from place to place by moving objects, or through sound, light, or electrical currents. Energy can be converted from one form to another form. |
| 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 | 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 | Science and Engineering Practices | SCI.SEP1.A.m | Asking Questions | Students ask questions to specify relationships between variables and clarify arguments and models. . . . This includes the following: Ask questions that require sufficient and appropriate empirical evidence to answer. |
| WI Modified NGSS | 6-8 | Crosscutting Concepts | SCI.CC3.m | Scale, Proportion, and Quantity | Students observe time, space, and energy phenomena at various scales using models to study systems that are too large or too small. . . |
| WI Modified NGSS | 6-8 | Crosscutting Concepts | SCI.CC4.m | Systems and System Models | Students . . . use models to represent systems and their interactions such as inputs, processes, and outputs; and energy, matter, and information flows within systems. |
| WI Modified NGSS | 6-8 | Earth 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. . . |
| WI Modified NGSS | 6-8 | Earth and Space Sciences | SCI.ESS3.C.m | Human Impacts on Earth Systems | Human activities have altered the hydrosphere, atmosphere, and lithosphere which in turn has altered the biosphere. Changes to the biosphere can have different impacts for different living things. |
| WI Modified NGSS | K-12 | Science and Engineering Practices | SCI.SEP2 | 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 | SCI.SEP3.A | 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. |
