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

#### 1.1: Patterns

SCI.CC1.m: Students recognize macroscopic patterns are related to the nature of microscopic and atomic-level structure. They identify patterns in rates of change and other numerical relationships that provide information about natural and human-designed systems. They use patterns to identify cause and effect relationships and use graphs and charts to identify patterns in data.

### SCI.CC2: Students use science and engineering practices, disciplinary core ideas, and cause and effect relationships to make sense of phenomena and solve problems.

#### 2.1: Cause and Effect

SCI.CC2.m: Students classify relationships as causal or correlational, and recognize correlation does not necessarily imply causation. They use cause and effect relationships to predict phenomena in natural or designed systems. They also understand that phenomena may have more than one cause, and some cause and effect relationships in systems can only be explained using probability.

### SCI.CC3: Students use science and engineering practices, disciplinary core ideas, and an understanding of scale, proportion and quantity to make sense of phenomena and solve problems.

#### 3.1: Scale, Proportion, and Quantity

SCI.CC3.m: Students observe time, space, and energy phenomena at various scales using models to study systems that are too large or too small. They understand phenomena observed at one scale may not be observable at another scale, and the function of natural and designed systems may change with scale. They use proportional relationships (e.g., speed as the ratio of distance 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.

### 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.

#### 4.1: Systems and System Models

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 interactionsâ€”such as inputs, processes, and outputsâ€”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.CC5: Students use science and engineering practices, disciplinary core ideas, and an understanding of energy and matter to make sense of phenomena and solve problems.

#### 5.1: Energy and Matter

SCI.CC5.m: Students understand matter is conserved because atoms are conserved in physical and chemical processes. They also understand that within a natural or designed system the transfer of energy drives the motion and cycling of matter. Energy may take different forms (e.g., energy in fields, thermal energy, and energy of motion). The transfer of energy can be tracked as energy flows through a designed or natural system.

Correlation last revised: 5/2/2018

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.