traveled to time taken) to gather magnitude to understand how a information about the magnitude model at one scale relates to a of properties and processes. model at another scale. They use They represent scientific algebraic thinking to examine relationships through the use of scientific data and predict the algebraic expressions and effect of a change in one variable equations. on another (e.g., linear growth vs. exponential growth). Standard SCI.CC4: Students use science and engineering practices, disciplinary core ideas, and an understanding of systems and models to make sense of phenomena and solve problems. Performance Indicators (By Grade Band) Learning K-2 3-5 6-8 9-12 Element Systems and SCI.CC4.K-2 SCI.CC4.3-5 SCI.CC4.m SCI.CC4.h Students understand objects and Students understand a system is Students understand systems Students investigate or analyze a System Models organisms can be described in a group of related parts that may interact with other systems: system by defining its boundaries terms of their parts and that make up a whole and can carry they may have sub-systems and and initial conditions, as well as systems in the natural and out functions its individual parts be a part of larger complex its inputs and outputs. They use designed world have parts that cannot. They also describe a systems. They use models to models (e.g., physical, work together. system in terms of its represent systems and their mathematical, computer models) components and their interactions—such as inputs, to simulate the flow of energy, interactions. processes, and outputs—and matter, and interactions within energy, matter, and information and between systems at different flows within systems. They also scales. They also use models learn that models are limited in and simulations to predict the that they only represent certain behavior of a system, and aspects of the system under recognize that these predictions study. have limited precision and reliability due to the assumptions and approximations inherent in the models. They also design systems to do specific tasks.
traveled to time taken) to gather information about the magnitude of properties and processes. They represent scientific relationships through the use of algebraic expressions and equations. magnitude to understand how a model at one scale relates to a model at another scale. They use algebraic thinking to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). Standard SCI.CC4: Students use science and engineering practices, disciplinary core ideas, and an understanding of systems and models to make sense of phenomena and solve problems. Learning Element Performance Indicators (By Grade Band) K-2 3-5 6-8 9-12 Systems and System Models SCI.CC4.K-2 Students understand objects and organisms can be described in terms of their parts and that systems in the natural and designed world have parts that work together. SCI.CC4.3-5 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. SCI.CC4.m Students understand systems may interact with other systems: they may have sub-systems and be a part of larger complex systems. They use models to represent systems and their interactions—such as inputs, processes, and outputs—and energy, matter, and information flows within systems. They also learn that models are limited in that they only represent certain aspects of the system under study. SCI.CC4.h Students investigate or analyze a system by defining its boundaries and initial conditions, as well as its inputs and outputs. They use models (e.g., physical, mathematical, computer models) to simulate the flow of energy, matter, and interactions within and between systems at different scales. They also use models and simulations to predict the behavior of a system, and recognize that these predictions have limited precision and reliability due to the assumptions and approximations inherent in the models. They also design systems to do specific tasks.
WI-Standards-for-Science-2017.docx