WI Environmental Ed |
K-4 |
Knowledge of Environmental Processes and Systems |
B.4.12 |
-- |
Determine the cause of different types of pollution. |
WI Environmental Ed |
K-4 |
Knowledge of Environmental Processes and Systems |
B.4.2 |
-- |
Illustrate how students use energy in their daily lives. |
WI Environmental Ed |
K-4 |
Knowledge of Environmental Processes and Systems |
B.4.3 |
-- |
List sources of energy, distinguishing between renewable and nonrenewable sources. |
WI Environmental Ed |
K-4 |
Knowledge of Environmental Processes and Systems |
C.4.1 |
-- |
Identify environmental problems and issues. |
WI Environmental Ed |
K-4 |
Knowledge of Environmental Processes and Systems |
C.4.5 |
-- |
Identify proposed solutions to the issues. |
WI Environmental Ed |
K-4 |
Knowledge of Environmental Processes and Systems - |
B.4.10 |
-- |
Describe how students use natural resources in their daily lives. |
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.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 |
Eath and Space Sciences |
SCI.ESS2.E.4 |
Biogeology |
Living things can affect the physical characteristics of their environment. |
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. |
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. |
WI Environmental Ed |
5-8 |
Environmental Issue Investigation Skills |
C.8.1 |
-- |
Define and provide examples of environmental issues. |
WI Environmental Ed |
5-8 |
Knowledge of Environmental Processes and Systems |
B.8.15 |
-- |
Analyze how people impact their environment through resource use. |
WI Environmental Ed |
5-8 |
Knowledge of Environmental Processes and Systems |
B.8.16 |
-- |
Recognize the economic, environmental, and other factors that impact resource availability and explain why certain resources are becoming depleted. |
WI Environmental Ed |
5-8 |
Knowledge of Environmental Processes and Systems |
B.8.17 |
-- |
Explain how human resource use can impact the environment; e.g., . . . burning fossil fuels. |
WI Environmental Ed |
5-8 |
Knowledge of Environmental Processes and Systems |
B.8.18 |
-- |
Identify major air, water, or land pollutants and their sources. |
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 |
CCSS.ELA-LITERACY.RST.6-8.3 |
Key Ideas and Details |
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. |
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 |
Eath 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. |