| WI Modified NGSS | 3-5 | Crosscutting Concepts | SCI.CC1.3-5 | Patterns | Students identify similarities and differences in order to sort and classify natural objects and designed products. . . |
| 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 | 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 | 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. |
| WI Modified NGSS | K-12 | Science and Engineering Practices | SCI.SEP4 | 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 | SCI.SEP6 | 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 | SCI.SEP8 | 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. |
