**Wisconsin Academic Education Standards**. Science process skills include observing, classifying, estimating, measuring, inferring, predicting, creating graphs, and developing models. Identify Dependent and Controlled Variables: A dependent variable is the variable that is being observed during an experiment. A control variable is the part of an experiment that you do not make any changes to which you can use to compare the other parts of your
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Study GuideThe nature of scienceWorksheet/Answer key

The nature of scienceWorksheet/Answer key

The nature of scienceWorksheet/Answer key

The nature of science

WI.SCI. Science

SCI.CC. Crosscutting Concepts (CC)

SCI.CC1. Students use science and engineering practices, disciplinary core ideas, and patterns to make sense of phenomena and solve problems.

Patterns

SCI.CC1.3-5. Students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and use these patterns to make predictions.

SCI.SEP. Science and Engineering Practices (SEP)

SCI.SEP2. Students develop and use models, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP2.A. Developing Models – Students build and revise simple models and use models to represent events and design solutions. This includes the following:

SCI.SEP2.A.3-5.1. Identify limitations of models.

SCI.SEP2.A.3-5.2. Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events.

SCI.SEP2.A.3-5.3. Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution.

SCI.SEP2.A.3-5.4. Develop and/or use models to describe or predict phenomena.

SCI.SEP2.A.3-5.6. Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.

SCI.SEP3. Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP3.A. Planning and Conducting Investigations – Students plan and carry out investigations that control variables and provide evidence to support explanations or design solutions. This includes the following:

SCI.SEP3.A.3-5.2. Evaluate appropriate methods and tools for collecting data.

SCI.SEP3.A.3-5.4. Make predictions about what would happen if a variable changes.

SCI.SEP3.A.3-5.5. Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success.

SCI.SEP4. Students analyze and interpret data, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP4.A. Analyze and Interpret Data – Students begin to use quantitative approaches to collect data and conduct multiple trials of qualitative observations. (When possible, digital tools should be used.) This includes the following:

SCI.SEP4.A.3-5.2. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, or computation.

SCI.SEP4.A.3-5.3. Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings.

SCI.SEP4.A.3-5.4. Analyze data to refine a problem statement or the design of a proposed object, tool, or process.

SCI.SEP4.A.3-5.5. Use data to evaluate and refine design solutions.

SCI.SEP5. Students use mathematics and computational thinking, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP5.A. Qualitative and Quantitative Data – Students extend quantitative measurements to a variety of physical properties, using computation and mathematics to analyze data and compare alternative design solutions. This includes the following:

SCI.SEP5.A.3-5.2. Describe, measure, estimate, and/or graph quantities such as area, volume, weight, and time to address scientific and engineering questions and problems.

SCI.SEP6. Students construct explanations and design solutions, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP6.A. Construct an Explanation – Students use evidence to construct explanations that specify variables which describe and predict phenomena. This includes the following:

SCI.SEP6.A.3-5.1. Construct an explanation of observed relationships (e.g., the distribution of plants in the back yard).

SCI.SEP6.A.3-5.2. Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation.

SCI.SEP6.A.3-5.3. Identify the evidence that supports particular points in an explanation.

SCI.ETS. Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS)

SCI.ETS2. Students use science and engineering practices, crosscutting concepts, and an understanding of the links among Engineering, Technology, Science, and Society to make sense of phenomena and solve problems.

SCI.ETS2.A. Interdependence of Science, Engineering, and Technology

SCI.ETS2.A.3-5.2. Tools and instruments are used to answer scientific questions, while scientific discoveries lead to the development of new technologies.

SCI.ETS3. Students use science and engineering practices, crosscutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems.

SCI.ETS3.C. Science and Engineering Use Multiple Approaches to Create New Knowledge and Solve Problems

SCI.ETS3.C.3-5.2. Science explanations are based on a body of evidence and multiple tests, and describe the mechanisms for natural events. Science explanations can change based on new evidence.

Standards