What does a student learn in StateMinnesota,GradeGrade 9,SubjectScience?

Asking questions and defining problems.

Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.

Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.

Ask questions about the impact of greenhouse gases on the Earth’s climate, by analyzing their molecular structure and responses during energy absorption (P: 1, CC: 5, CI: PS1) Emphasis should include natural and human-made sources. Structures should include molecular shape.

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. (P: 1, CC: 2, CI: LS3) Examples of relationships may include relationships between mutated DNA sequences or chromosomal deletions and their effect on traits.

Planning and carrying out investigations.

Planning and carrying out investigations

Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.

Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.

Plan and conduct an investigation to gather evidence to compare the structure of substances and infer the strength of electrical forces between particles. (P: 3, CC: 1, CI: PS1) Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles may include ions, atoms, molecules, and networked materials (such as graphite). Examples of collected evidence may include the melting point and boiling point, vapor pressure, and surface tension

Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. (P: 3, CC: 7, CI: LS1) Examples of investigations may include heart rate response to exercise, stomata response to moisture and temperature, and root development in response to water levels.

Plan and conduct an investigation of acid-base reactions to test ideas about the concentrations of the hydronium ion in an aqueous solution (pH). (P:3, CC: 3, CI: PS1) Emphasis is on developing an understanding of pH scales and various ways to measure pH. Also included is understanding the relative strength of acidity based on periodic properties of elements, the electronegativity model of electron distribution, empirical dipole moments, and molecular geometry. Examples of investigations may include household chemicals and ocean acidification analogs.

Asking questions and defining problems

Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other's ideas, and the information they read.

Ask questions to clarify how seismic energy traveling through Earth's interior can provide evidence for Earth’s internal structure. (P: 1, CC: 6,CI: ESS2) Emphasis is on how wave propagation depends on the density of the medium through which the wave travels and how seismic data is used to support the idea of a layered earth.

Planning and carrying out investigations

Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students' ideas and questions, and will organize and collect data to provide evidence to support claims the students made about phenomena.

Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. (P: 3, CC: 6, CI: ESS2) Emphasis is on physical and chemical investigations with water and a variety of solid materials to provide the evidence for how processes in the water cycle and rock cycle interact. Examples of physical investigations may include transportation and deposition of various sediment types and sizes, erosion of surfaces with varying amounts of soil moisture content and/or ground cover, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations may include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids). Examples specific to Minnesota may include chemical weathering of limestone to create karst topography.

Plan and conduct an investigation of the properties of soils to model the effects of human activity on soil  resources. (P: 3, CC: 2, CI: ESS3, ETS2) Emphasis is on identifying variables to test, developing a workable experimental design, and identifying limitations of the data. Examples of variables may include soil type and composition (particularly those found in Minnesota), erosion rate, water infiltration rates, nutrient profiles, soil conservation practices, or specific crop requirements.

Asking questions and defining problems

Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.

Evaluate questions about the advantages and disadvantages of using digital transmission and storage of information.* ** (P: 1, CC: 7, CI: PS4, ETS1) Emphasis is on the tradeoffs involved in the transmission and storage of data elements. Examples of advantages may include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Examples of disadvantages may include issues of easy deletion, security, and theft.

Planning and carrying out investigations

Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.

Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. (P: 3, CC: 2, CI: PS2) Examples of contexts for investigations may include coils, motors, generators, and transformers.

Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperatures are combined within a closed system results in a more uniform energy distribution among the components in the system. (P: 3, CC: 3, CI: PS3) Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually may include mixing liquids at different initial temperatures or adding objects at different temperatures to water.

Analyzing and interpreting data

Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.

Apply concepts of probability to explain and predict the variation and distribution of expressed traits in a population. (P: 4, CC: 3, CI: LS3) Examples of traits in human groups may include lactose intolerance, or high-altitude adaptation.

Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. (P: 4, CC: 1, CI: LS4) Emphasis is on analyzing shifts in the numerical distribution of traits and using these shifts as evidence to support explanations. Examples of advantageous traits may antibiotic resistance in bacteria, or the coloration and camouflage of animals in response to changing environmental conditions.

Using mathematics and computational thinking

Students will be able to use mathematics to represent physical variables and their relationships, compare mathematical expressions to the real world, and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds.

Use a computational model to support or revise an evidence-based explanation for factors that have ecological and economic impacts on different sized ecosystems, including factors caused by the practices of various human groups.** (P: 5, CC: 3, CI: LS2) Examples of ecological impacts might include changes in the carrying capacity, species numbers and/or types of organisms present in an environment. Examples of human practices that can have positive or negative impacts, such as stream restoration versus deforestation as an ecological example. Examples of computational models may include online simulations of population dynamics, population ecology, or population growth.

Use a computational model to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.** (P: 5, CC: 5, CI: LS2) Examples of claims about matter cycles may include how carbon, nitrogen, or water cycles through the environment, and/or how disruptions to those systems affect matter cycling. Examples of energy flow may include the transfer of the sun’s energy into and among organisms, and/or connections between fossil fuel burning and the carbon cycle. Examples of computational models may include online simulations and animated representations.

Analyzing and interpreting data

Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.

Analyze patterns in air or water quality data to  make claims about the causes and severity of a problem and the necessity to remediate or to recommend a treatment process. (P: 4, CC :2, CI: PS3) Emphasis is on the scale of the problem and appropriate use of concentration units. Examples of pollutant data may include ozone, lead, particulates, nitrates, or microorganisms. Examples of remediation may include physical, chemical or biological processes.

Using mathematics and computational thinking

Students will be able to use mathematics to represent physical variables and their relationships; compare mathematical expressions to the real world; and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds.

Develop a data simulation, based on observations and experimental data of how the pressure, volume temperature, and mass of a gas are related to each other, to predict the effect on a system of changing one of those variables.** (P: 5, CC: 2, CI: PS1) Emphasis is on applying the kinetic molecular theory of gases to develop gas laws. Example systems may include balloons, tires, or syringes.

Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. (P: 5, CC: 5, CI: PS1) Emphasis of the practice is on using mathematical ideas to communicate the proportional relationships between the masses of atoms in the reactants and products. Emphasis of the core idea is on the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale.

Analyzing and interpreting data

Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.

Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. (P: 4, CC: 2, PS: 2) Examples of data (including data from student investigations) may include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.

Mathematics and Computational Thinking

Students will be able to use mathematics to represent physical variables and their relationships; compare mathematical expressions to the real world; and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds

Apply mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. (P: 5, CC: 4, CI: PS2) Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. Examples may include investigating changes in momentum before and after collisions in closed systems.

Apply mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. (P: 5, CC: 1, CI: PS2) Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields and the forces on objects in the fields.

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in or out of the system are known.** (P: 5, CC: 4, CI: PS3) Emphasis is on explaining the meaning of mathematical expressions used in the model for systems of two or three components. Forms of energy may include thermal energy, kinetic energy, and elastic potential energy . Computational models may include the creation or use of a simulation or the analysis of a data set.

Developing and using models

Students will be able to develop, revise, and use models to represent their understanding of phenomena or systems as they develop questions, predictions and/or explanations and communicate ideas to others.

Develop and use a model to illustrate the levels of organization of interacting systems and how that translates into specific functions in multicellular organisms. (P: 2, CC: 6, CI: LS1) Emphasis is on specific functions at the organ system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. Examples of models may include real (e.g. fish, birds, insects, etc.) or imaginary organisms with attention to the various structures and systems that assist the organism in performing necessary life functions.

Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. (P: 2, CC: 2, CI: LS1) Examples of models may include diagrams and conceptual models.

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (P: 2, CC: 4, CI: LS1) Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models may include diagrams, chemical equations, and conceptual models.

Use a model to illustrate that cellular respiration is a chemical process in which energy from food is used to create new compounds. (P: 2, CC: 5, CI: LS1) Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.

Constructing explanations and designing solutions

Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.

Construct an explanation based on evidence for how the structure of DNA determines the structure of the proteins that carry out the essential functions of life. (P: 6, CC: 6, CI: LS1).

Construct and revise an explanation based on evidence for how various elements combine with carbon to form molecules that form the basis for life on Earth. (P: 6, CC: 5, CI: LS1) Emphasis is on using evidence from models and simulations to support explanations. Examples of molecules may include proteins, lipids, carbohydrates and nucleic acids.

Construct and revise an explanation based on evidence about the role of photosynthesis and cellular respiration (including anaerobic processes) in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. (P: 6, CC: 7, CI: LS2) Emphasis is on the importance of biological processes in the global scale cycling of carbon and on a conceptual understanding of the role of aerobic and anaerobic respiration in different environments.

Construct an explanation based on evidence that the process of evolution primarily results from four factors: reproduction within a species, heritable genetic variation of individuals in that species, competition for limited resources, and increased survival and reproduction of the individuals best suited for the environment. (P: 6, CC: 2, CI: LS4) Emphasis is on using evidence to explain the influence each of the four factors has on the number, behavior, morphology, or physiology of organisms, in terms of their ability to compete for limited resources and subsequent survival of individuals and adaptation of their species. Examples of evidence may include mathematical models such as simple distribution graphs and proportional reasoning.

Construct an explanation based on evidence for how natural selection leads to the adaptation of populations. (P: 6, CC: 2, CI: LS4) Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems contribute to a change in gene frequency over time, leading to adaptation of populations. Examples of selective forces may include long-term climate change, or variations in seasonal temperatures, pH, light cycles, geographic barriers, or in response to the evolution of other organisms.

Developing and using models

Students will be able to develop, revise, and use models to represent their understanding of phenomena or systems as they develop questions, predictions and/or explanations and communicate ideas to others.

Develop and use a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation. (P: 2, CC: 3, CI: ESS1) Emphasis is on showing the relationships among the fuel, products and the energy transfer mechanisms that allow energy from nuclear fusion in the sun's core to reach the Earth. Examples of evidence that students might use include the masses and life times of other stars, as well as the ways that the sun's radiation varies due to sudden solar flares, sunspot cycles, and non-cyclic variations over the centuries.

Develop and use a model based on evidence to explain how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. (P: 2, CC: 7, CI: ESS2) Emphasis is on how the appearance of land features (such as mountains, and valleys), and seafloor features (such as trenches and ridges) are a result of both constructive mechanisms (such as volcanism, and tectonic motion) and destructive mechanisms (such as weathering, and coastal erosion). Examples specific to Minnesota may include features formed relatively recently during continental glaciation and volcanic features that have long since been eroded away.

Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. (P: 2, CC: 4, CI: ESS2) Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean currents, which is constrained by the Coriolis effect and the outlines of continents. Examples of models may be diagrams, maps and globes, or digital representations.

Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. (P: 2, CC: 2, CI: ESS2). Emphasis is on using a model to describe the mechanism for how energy flow affects changes in climate. Examples of the causes of climate change differ by timescale and may include: 1 - 10 years: large volcanic eruptions, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10 - 100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10 - 100s of millions of years: long term changes in atmospheric composition.

Constructing explanations and designing solutions

Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.

Construct an explanation that links astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe to the Big Bang. (P: 6, CC: 5, CI: ESS1, ETS2) Emphasis is on how the redshift of light from galaxies is an indication of cosmic expansion, on how the cosmic microwave background radiation is a remnant of the Big Bang, and on how the observed composition of ordinary matter, primarily found in stars and interstellar gases, matches that predicted by the Big Bang.

Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. (P:6, CC: 7, CI: ESS1) Emphasis of the practice is on linking the evidence to the claims about Earth’s formation. Emphasis of the core idea is on using available evidence within the solar system to reconstruct the early history of Earth. Examples of evidence include the absolute ages of ancient materials, the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.

Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.

Evaluate or refine a technological solution to reduce the human impacts on a natural system and base the evaluations or refinements on evidence and analysis of pertinent data.* (P: 6, CC: 7, CI: ESS3, ETS1, ETS2) Emphasis is on prioritizing identified criteria and constraints related to social and environmental considerations. Examples of data for the impacts of human activities may include the quantities and types of pollutants released into air or groundwater, changes to biomass and species diversity, or areal changes in land surface use (for surface mining, urban development, or agriculture). Examples for limiting impacts may range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).

Developing and using models.

Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.

Use the periodic table as a model to predict the relative properties of elements based on the patterns of valence electrons. (P: 2, CC: 1, CI: PS1) Emphasis is on properties that could be predicted from patterns may include reactivity of metals, types of bonds formed (ionic versus covalent), and numbers of bonds formed.

Develop a model based on evidence to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. (P: 2, CC: 5, CI: PS1) Emphasis of the practice is on illustrating the relationships between components of the system. Emphasis of the core idea is on how a chemical reaction is a system that affects the energy change. Examples of models may include molecular level drawings, diagrams, graphs showing the relative energies of reactants and products, and representations showing energy is conserved. Not included is the calculation of the total bond energy change during a chemical reaction from the bond energies of reactants and products.

Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. (P: 2, CC: 5, CI: PS1) Emphasis is on simple qualitative models and on the scale of energy released in nuclear processes relative to other kinds of transformations. Not included is quantitative calculations of the energy released.

Constructing explanations and designing solutions

Students will be able to apply scientific  principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.

Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. (P: 6, CC: 1, CI: PS1) Examples of chemical reactions may include synthesis, decomposition, or combustion.

Apply scientific principles and evidence to provide an explanation about the effects of changing the surface area, agitation, temperature, and concentration of the reacting particles on the rate at which the reaction occurs. (P: 6, CC: 1, CI: PS1) Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules and on simple reactions in which there are only two reactants. Examples of evidence may include temperature, concentration, and rate data; and qualitative relationships between rate and temperature.

Construct an explanation for the phenomenon of solution creation and identify from patterns how the properties of the resulting solution depend on the interactions between solute and solvent or on concentrations of solutes. (P: 6, CC: 1, CI: PS1) Emphasis is on polarity, solubility, boiling point elevation, freezing point depression, and osmosis. Examples may include salts dissolving to make water hard, road salt, antifreeze, oil spills, reverse osmosis water systems.

Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.*

Evaluate the design and function of products and processes involving organic compounds to meet desired needs in relationship to the molecular structures and in particular, the functional groups involved.* (P: 6, CC: 6,CI: PS1, ETS1) Examples of desired needs are having flexible but durable materials made up of long-chained molecules (polymers and plastics), and having pharmaceuticals designed to interact with specific receptors.

Developing and using models

Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others

Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). (P: 2, CC: 5, CI: PS3) Examples of phenomena at the macroscopic scale may include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above Earth, and the energy stored between two electrically-charged plates. Examples of models may include diagrams, drawings, descriptions, and computer simulations

Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between two objects and the changes in energy of the two objects due to the interaction and describe how these forces are present in phenomena. (P: 2, CC: 2, CI: PS3) Examples of models may include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other. Examples of phenomena may include motors, electromagnetic induction, speakers, generators, wireless charging, and induction cooktops.

Constructing explanations and designing solutions

Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.*

Develop a computer simulation to demonstrate the impact of a proposed solution that minimizes the force on a macroscopic object during a collision.** (P: 6, CC: 2, CI: PS2, ETS1) Emphasis is on applying science and engineering principles and analyzing the energy conversions. Examples of a device may include a helmet, a parachute, an airbag, and packaging for safe shipping.

Evaluate a solution to a complex energy-related problem based on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, aesthetics, and maintenance, as well as social, cultural, and environmental impacts.* (P: 6, CC: 2, CI: PS3, ETS1) Examples of energy-related problems may be drawn from alternative energy, manufacturing , and transportation systems.

Arguing from evidence

Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments.

Evaluate the claims, evidence, and reasoning behind the argument that electromagnetic radiation can be described using either by a wave model or a particle model, and that for some phenomena one model is more useful than the other. (P: 7, CC: 4, CI: PS4) Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of phenomena may include resonance, interference, diffraction, and photoelectric effect.

Obtaining evaluating and communicating information

Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats.

Evaluate the validity and reliability of claims in  published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. (P: 8, CC: 2, CI: PS4) Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples may include medical imaging technology and communication devices.

Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* (P: 8, CC: 2, CI: PS4) Examples of devices may include medical imaging technologies, cell phones, GPS, Doppler radar or solar cells that capture light and convert it to electricity.

Obtaining, evaluating and communicating information

Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats.

Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* (P: 8, CC: 6, CI: PS1) Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples may include why electrically conductive materials are often made of metal.

Review text and online sources to develop a series of questions regarding the chemistry, utility, and safety of  nuclear fission. (P: 8, CC: 7,CI: PS1) Emphasis is on evaluating the argument and specific claims in the text including the validity of reasoning as well as the relevance and sufficiency of the evidence. Examples may include fission (nuclear power generation, nuclear weapons) and the use of fission byproducts (nuclear medicine, food irradiation).

Students will be able to gather information about and communicate the methods that are used a by various cultures, especially those of Minnesota American Indian Tribes and communities, to develop explanations of phenomena and design solutions to problems.

Communicate and evaluate claims by various stakeholders, including Minnesota American Indian Tribes and communities and other cultures, about the environmental impacts of various chemical processes on natural resources. (P: 8, CC: 2, CI: PS1) Examples of cultures may include those within the local context of the learning community and within the context of Minnesota. Examples of natural resources may include wild rice harvesting, mining of minerals, and access to clean air and water. Examples of chemical processes may include sulfate in water/soil, acid mine drainage, and air and water pollution.

Arguing from evidence

Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments.

Evaluate evidence for the role of group behavior on an individual’s and species’ chances to survive and reproduce. (P: 7, CC: 2, CI: LS2) Emphasis of the practice is on identifying evidence supporting the outcomes of group behavior, and developing logical and reasonable arguments based on evidence. Emphasis of the core idea is on distinguishing between group and individual behavior. Examples of group behavior may include herding, migratory behaviors, or various symbioses .

Make and defend a claim based on evidence that heritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. (P: 7, CC: 2, CI: LS3) Emphasis is on using data to support arguments for the ways variation occurs.

Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species (P: 7, CC: 2, CI: LS4) Emphasis is on determining cause and effect relationships for (1) how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and (2) the rate of change of the environment affect distribution or disappearance of traits in species

Obtaining, evaluating and communicating information

Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats.

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. (P: 8, CC: 1, CI: LS4) Emphasis is on conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence may include similarities in DNA sequences, the fossil record, artificial selection, anatomical structures, and the order of appearance of structures in embryological development.

Students will be able to gather information about and communicate the methods that are used by various cultures, especially those of Minnesota American Indian Tribes and communities, to develop explanations of phenomena and design solutions to problems.

Obtain and communicate information about how Minnesota American Indian Tribes and communities and other cultures construct solutions to mitigate threats to biodiversity.* (P: 8, CC: 7, CI: LS2, ETS1) Examples of cultures may include those within the local context of the learning community and within the context of Minnesota . Examples of threats to biodiversity may include climate change, deforestation, urbanization, dam construction or removal, invasive species, human population growth, threatening/endangering species, agricultural practices , extraction, and the use of fossil fuels.

Asking questions and defining problems.

Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other's ideas, and the information they read.

Ask questions to clarify how seismic energy traveling through Earth's interior can provide evidence for Earth's internal structure.

Planning and carrying out investigations.

Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students' ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.

Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

Analyzing and interpreting data.

Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.

Analyze geoscience data to make a claim that one change to the Earth's surface can create feedbacks that cause changes to other Earth systems.

Using mathematics and computational thinking.

Students will be able to use mathematics to represent physical variables and their relationships; compare mathematical expressions to the real world; and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds.

Develop a computational model, based on observational data, experimental evidence, and chemical theory, to describe the cycling of carbon among Earth's systems.

Developing and using models.

Students will be able to develop, revise, and use models to represent the students' understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.

Develop and use a model based on evidence to explain how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean floor features.

Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.

Engaging in argument from evidence.

Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments.

Evaluate the evidence and reasoning for the explanatory model that Earth's interior is layered and that thermal convection drives the cycling of matter.

Obtaining, evaluating and communicating information.

Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats.

Compare, integrate and evaluate sources of information in order to determine how specific factors, including human activity, impact the groundwater system of a region.

Analysing and interpreting data

Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.

Analyze geoscience data to make a claim that one change to the Earth's surface can create feedbacks that cause changes to other Earth systems. (P: 4, CC: 7, CI: ESS2, ETS2) Emphasis is on using data analysis tools and techniques in order to make valid scientific claims. Examples may include climate feedback mechanisms, such as how an increase in greenhouse gases causes a rise in global temperatures that melt glaciers and sea ice, which reduces the amount of sunlight reflected from the Earth's surface (albedo), increasing surface temperatures and further reducing the amount of ice. Examples may also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent and longevity.

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems and human infrastructure.* (P: 4, CC: 7, ESS3, ETS1) Examples of evidence (for both data and climate model outputs) may include precipitation and temperature and their associated impacts on sea level, glacial ice volumes, and atmosphere and ocean composition. Engineering examples may include using climate change data (rising sea levels) to evaluate the impact on the ability of sewer system to handle runoff or of existing wells to produce potable water.

Using mathematics and computational thinking

Students will be able to use mathematics to represent physical variables and their relationships; compare mathematical expressions to the real world; and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds.

Use mathematical and computational representations to predict the motion of natural and human-made objects that are in orbit in the solar system.** (P: 5, CC: 3, CI: ESS1, ETS2) Emphasis is on Kepler’s laws of planetary motion and Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.

Develop a computational model, based on observational data, experimental evidence, and chemical theory, to describe the cycling of carbon among Earth’s systems.** (P: 2, CC: 5, CI: ESS2) Emphasis is on quantitative modeling of carbon as it cycles through the ocean, air, rock (particularly limestone), soil, and organisms. Emphasis is also on using empirical evidence and scientific reasoning to inform the algorithmic thinking about the conservation and cycling of matter.

Develop or use an algorithmic representation, based on investigations of causes and effects in complex Earth systems, to illustrate the relationships within some part of the Earth system and how human activity might affect those relationships. (P: 5, CC: 4, CI: ESS3, ETS2) Emphasis is on students identifying the interacting components of a system, mathematically modeling how those factors interact and accounting for the effects of human activity on the system. Examples may include local systems in which natural and human-influenced variables impact the amount of runoff.

Arguing from evidence

Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments.

Evaluate the evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. (P: 7, CC: 1, CI: ESS1) Emphasis is on evaluating the strengths, weaknesses and reliability of the given evidence along with its ability to support logical and reasonable arguments about the motion and age of crustal plates. Examples of evidence may include the ages of oceanic crust which increase with distance from mid-ocean ridges (a result of seafloor spreading), the ages of North American continental crust decreasing with distance away from a central ancient core (a result of past plate interactions).

Evaluate the evidence and reasoning for the explanatory model that Earth's interior is layered and that thermal convection drives the cycling of matter. (P: 7, CC: 5, CI: ESS2) Emphasis is on how plate tectonics is controlled by mantle convection (due to the outward flow of energy from the decay of radioactive isotopes and the gravitational movement of denser materials toward the interior).

Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* (P: 7, CC: 5, CI: ESS3, ETS1) Emphasis is on the conservation, recycling, and reuse of resources (such as minerals, metals or soils) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for fracking sand, iron ore, and rare metals), and pumping (for oil and natural gas).

Obtaining, evaluating, and communicating information.

Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats.

Compare, integrate and evaluate sources of information in order to determine how specific factors, including human activity, impact the groundwater system of a region. (P: 8, CC: 2, CI: ESS2, ETS2) Emphasis is on the making sense of technical information presented in a variety of formats (graphs, diagrams and words). Example of sources of information may include student experimental data. Examples of factors may include porosity, permeability, sediment or rock type, recharge or discharge factors, and potential energy. Examples of human factors may include usage rates, run-off, agricultural practices, and loss of wetlands.

Apply place-based evidence, including those from Minnesota American Indian Tribes and communities and other cultures, to construct an explanation of how a warming climate impacts the hydrosphere, geosphere, biosphere, or atmosphere. (P: 8, CC: 4, CI: ESS3) Examples of cultures may include those within the local context of the learning community and within the context of Minnesota . Emphasis is on understanding and using American Indian knowledge systems to describe regional impacts of climate change to Minnesota. Examples may include the water cycle and how precipitation change over time impacts cultural practices related to nibi (“water” in the Ojibwe language); or the decline/species loss of wiigwaas (“paper birch” in the Ojibwe language and an important tree in Anishinaabe culture) due to climate stressors like drought or changes in snow cover.

Planning and carrying out investigations.

Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students' ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.

Plan and conduct an investigation of the properties of soils to model the effects of human activity on soil resources.

Analyzing and interpreting data.

Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems and human infrastructure.

Using mathematics and computational thinking.

Students will be able to use mathematics to represent physical variables and their relationships; compare mathematical expressions to the real world; and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds.

Develop or use an algorithmic representation, based on investigations of causes and effects in complex Earth systems, to illustrate the relationships within some part of the Earth system and how human activity might affect those relationships.

Constructing explanations and designing solutions.

Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.

Evaluate or refine a technological solution to reduce the human impacts on a natural system and base the evaluations or refinements on evidence and analysis of pertinent data.

Engaging in argument from evidence.

Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments.

Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

Obtaining, evaluating and communicating information.

Students will be able to gather information about and communicate the methods that are used by various cultures, especially those of Minnesota American Indian Tribes and communities, to develop explanations of phenomena and design solutions to problems.

Apply place-based evidence, including those from Minnesota American Indian Tribes and communities and other cultures, to construct an explanation of how a warming climate impacts the hydrosphere, geosphere, biosphere, or atmosphere.

Analyzing and interpreting data.

Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.

Analyze data to make a valid scientific claim about the way stars, over their life cycle, produce elements.

Using mathematics and computational thinking.

Students will be able to use mathematics to represent physical variables and their relationships; compare mathematical expressions to the real world; and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds.

Use mathematical and computational representations to predict the motion of natural and human-made objects that are in orbit in the solar system.

Developing and using models.

Students will be able to develop, revise, and use models to represent the students' understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.

Develop and use a model based on evidence to illustrate the life span of the Sun and the role of nuclear fusion in the Sun's core to release energy that eventually reaches Earth in the form of radiation.

Constructing explanations and designing solutions.

Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.

Construct an explanation that links astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe to the Big Bang.

Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history.

Engaging in argument from evidence.

Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counterarguments.

Evaluate the evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

Asking questions and defining problems.

Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other's ideas, and the information they read.

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

Analyzing and interpreting data.

Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.

Apply concepts of probability to explain and predict the variation and distribution of expressed traits in a population.

Engaging in argument from evidence.

Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counterarguments.

Make and defend a claim based on evidence that heritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

Planning and carrying out investigations.

Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students' ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.

Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

Developing and using models.

Students will be able to develop, revise, and use models to represent the students' understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.

Develop and use a model to illustrate the levels of organization of interacting systems and how that translates into specific functions in multicellular organisms.

Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

Use a model to illustrate that cellular respiration is a chemical process in which energy from food is used to create new compounds.

Constructing explanations and designing solutions.

Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.

Construct an explanation based on evidence for how the structure of DNA determines the structure of the proteins that carry out the essential functions of life.

Construct and revise an explanation based on evidence for how various elements combine with carbon to form molecules that form the basis for life on Earth.

Construct and revise an explanation based on evidence about the role of photosynthesis and cellular respiration (including anaerobic processes) in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.