### 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.h: Students understand the significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. They recognize patterns observable at one scale may not be observable or exist at other scales, and some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly. They use orders of 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).

### 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.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.

### 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.h: Students understand that the total amount of energy and matter in closed systems is conserved. They describe changes of energy and matter in a system in terms of energy and matter flows into, out of, and within that system. They also learn that energy cannot be created or destroyed. It only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.

### SCI.CC6: Students use science and engineering practices, disciplinary core ideas, and an understanding of structure and function to make sense of phenomena and solve problems.

#### 6.1: Structure and Function

SCI.CC6.h: Students investigate systems by examining the properties of different materials, the structures of different components, and their interconnections to reveal the system’s function and solve a problem. They infer the functions and properties of natural and designed objects and systems from their overall structure, the way their components are shaped and used, and the molecular substructures of their various materials.

Correlation last revised: 5/3/2018

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