| WI Health | 3–5 | | 1:2:A1 | -- | Describe ways to prevent common childhood accidents . . . These may include but are not limited to . . . safety and related behaviors. |
| WI Health | 3–5 | | 1A | -- | Describe basic concepts related to health promotion and disease prevention. |
| WI Health | 3–5 | | 4 | -- | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| WI Health | 3–5 | | 4:2:A2 | -- | Describe how to ask for assistance. |
| WI Health | 3–5 | | 4:2:B1 | -- | Demonstrate ways to prevent health risks and conflict through communication. |
| WI Health | 3–5 | | 4B | -- | Demonstrate communication skills that prevent, resolve, or reduce health risks. |
| WI Health | 3–5 | | 7 | -- | Students will demonstrate the ability to use health-enhancing behaviors and avoid or reduce health risks. |
| WI Health | 3–5 | | 7:2:B2 | -- | Demonstrate behaviors that avoid or reduce health risks. |
| WI Health | 3–5 | | 7A | -- | Identify health-enhancing behaviors. |
| WI Health | 3–5 | | 8 | -- | Students will demonstrate the ability to advocate for personal, family, and community health. |
| WI Health | 3–5 | | 8:2:B3 | -- | Encourage family members to engage in health-enhancing behaviors through actions or suggestions. |
| WI Health | 3–5 | | 8B | -- | Describe situations where advocacy is appropriate. |
| 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 Health | 5–8 | | 1 | -- | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| WI Health | 6–8 | | 1 | -- | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| WI Health | 6–8 | | 1:3:A1 | -- | Describe specific behaviors that reduce or prevent injuries . . . These may include but are not limited to . . . safety and related behaviors. |
| WI Health | 6–8 | | 1A | -- | Identify the components of health promotion and disease prevention. |
| WI Health | 6–8 | | 4 | -- | Examine and demonstrate communication skills that enhance health and avoid health risks. |
| WI Health | 6–8 | | 7 | -- | Students will demonstrate the ability to use health-enhancing behaviors and avoid or reduce health risks. |
| WI Health | 6–8 | | 7:3:A1 | -- | Evaluate behaviors that maintain or improve the health of self and others. These may include . . . practicing safety-related behaviors in various complex settings. |
| WI Health | 6–8 | | 7A | -- | Explain the importance of self-responsibility for personal health behaviors. |
| 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. |
