| 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 | D.4.3 | -- | Identify two or more ways to take positive environmental action. |
| WI Environmental Ed | K-4 | Knowledge of Environmental Processes and Systems | D.4.5 | -- | Explain how students can influence an environmental issue. |
| 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.CC3.3-5 | Scale, Proportion, and Quantity | Students recognize natural objects and observable phenomena exist from the very small to the immensely large. They use standard units to measure and describe physical quantities such as mass, time, temperature, and volume. |
| 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. |
| 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. |
| WI Environmental Ed | 5-8 | Knowledge of Environmental Processes and Systems | D.8.1 | -- | Identify options for addressing an environmental issue and evaluate the consequences of each option. |
| WI Environmental Ed | 5-8 | Knowledge of Environmental Processes and Systems | D.8.5 | -- | Explain how personal actions can impact an environmental issue. |
| 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 | 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 | 6-8 | 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 | 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. |
| 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. |
