Minnesota Academic Standards. Science K-12

Transcription

1 Minnesota Academic s K version This official stards document contains the science stards revised in 2009 put into rule effective May 24, 2010.

2 Minnesota Academic s in Introduction The 2009 Minnesota Academic s in set the expectations for achievement in science for K-12 students in Minnesota. The stards are grounded in the belief that all students can should be scientifically literate. Scientific literacy enables people to use scientific principles processes to make personal decisions to participate in discussions of scientific issues that affect society (NRC, 1996). The stards benchmarks describe a connected body of science engineering knowledge acquired through active participation in science experiences. These experiences include hs-on laboratory activities rooted in scientific inquiry engineering design. The stards are placed at the grade level where mastery is expected with recognition that a progression of learning experiences in earlier grades builds the foundation for mastery later on. The Minnesota Academic s in are organized by grade level into four content strs: 1) The Nature of, 2) Physical, 3) Earth Space, 4) Life. It is important to note that the content skills in The Nature of are not intended to be taught as a st-alone unit or an isolated course, but embedded used in the teaching, learning assessment of the content in the other strs. Each str has three or four substrs. Each substr contains two or more stards one or more benchmarks. The benchmarks supplement the stards by specifying the academic knowledge skills that schools must offer students must achieve to satisfactorily complete a stard. Not all stards are found at every grade level. The strs, substrs stards are organized as follows. STRAND 1: NATURE OF SCIENCE AND ENGINEERING 1: The Practice of 1. Understings about science 2. Scientific inquiry investigation 2: The Practice of 1. Understings about engineering 2. design 3: Interactions Among, Technology,, Mathematics Society 1. Systems 2. Careers contributions in science engineering 3. Mutual influence of science, engineering society 4. The role of mathematics technology in science engineering STRAND 2: PHYSICAL SCIENCE 1: Matter 1. Properties structure of matter 2. Changes in matter 2: Motion 1. Describing motion 2. Forces STRAND 3: EARTH AND SPACE SCIENCE 1. Earth Structure Processes 1. Plate tectonics 2. Earth s changing surface 3. Rock sequences Earth history 2. Interdependence within the Earth System 1. Sources transfer of energy 2. Weather climate 3. Materials cycles 3. The Universe 1. Solar system motion 2. Formation of the solar system 3. Age, scale origin of the universe 4. Human Interactions with Earth Systems 1. Interaction with the environment STRAND 4: LIFE SCIENCE 1. Structure Function in 1. Levels of organization 2. Cells 2. Interdependence Among 1. Ecosystems 2. Flow of energy matter 3. Energy 1. Kinds of energy 2. Energy transformations 4. Human Interactions with Physical Systems 1. Interaction with the environment 3. Evolution in 1. Reproduction 2. Variation 3. Biological evolution 4. Human Interactions with 1. Interaction with the environment 2. Health disease Page 1 of 42 May 24, 2010

3 Minnesota Academic s in Introduction (continued) The stards are written as statements of content, the benchmarks are written as learning outcomes. Each stard should be prefaced with the statement, The student will underst that. Many of the benchmarks include examples that clarify the meaning of the benchmark or indicate the level of student understing. The examples may suggest learning activities or instructional topics. They are NOT intended to be directives for curriculum or a comprehensive fulfillment of the benchmarks. The benchmarks for each stard are designated by 5-digit codes. For example, in the code The 3 refers to grade 3; The first 1 refers to the first str, The Nature of ; The next 1 refers to the first substr, The Practice of ; The 2 refers to the second stard in that substr, Scientific inquiry is ; The last 1 refers to the first benchmark for that stard, Generate questions that. Underst that 1. The Practice of 3 1. The Nature of 2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world investigate phenomena Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations. For example: Investigate the sounds produced by striking various objects Observe that when a science investigation is done the way it was done before, even in a different place, a similar result is expected Maintain a record of observations, procedures explanations, being careful to distinguish between actual observations ideas about what was observed. For example: Make a chart comparing observations about the structures of plants animals Construct reasonable explanations based on evidence collected from observations or experiments. s that begin with 9 indicate benchmarks that are to be mastered in grades s that satisfy the new one-credit requirement for chemistry or physics (effective for the graduating class of 2015 beyond) are indicated by codes beginning with 9C, or 9P respectively. Chemistry physics have additional stards beyond those depicted in the chart on page 1. These stards are to be implemented no later than the school year. For further information, please refer to the Frequently Asked Questions (FAQ) document for the Minnesota Academic s in. The document can be found on the Minnesota Department of Education Website at s/. National Research Council (1996). National Education s. Washington D.C.:National Academy Press. Page 2 of 42 May 24, 2010

4 Minnesota Academic s in K 1. The Nature of 1. The Practice of 2. Scientific inquiry is a set of interrelated processes used to pose questions about the natural world investigate phenomena Use observations to develop an accurate description of a natural phenomenon compare one s observations descriptions with those of others. 2. Physical 3. Earth Space 2. The Practice of 1. Some objects occur in nature; others have been designed processed by people. 1. Matter 1. Objects can be described in terms of the materials they are made of their physical properties. 2. Interdependence Within the Earth System 2. Weather can be described in measurable quantities changes from day to day with the seasons Sort objects into two groups: those that are found in nature those that are human made. For example: Cars, pencils, trees, rocks Sort objects in terms of color, size, shape, texture, communicate reasoning for the sorting system Monitor daily seasonal changes in weather summarize the changes. For example: Recording cloudiness, rain, snow temperature Identify the sun as a source of heat light. For example: Record the time of day when the sun shines into different locations of the school note patterns. 4. Life 1. Structure Function in 1. Living things are diverse with many different observable characteristics Observe compare plants animals Identify the external parts of a variety of plants animals including humans. For example: Heads, legs, eyes ears on humans animals; flowers, stems roots on many plants Differentiate between living nonliving things. For example: Sort organisms objects (or pictures of these) into groups of those that grow, reproduce, need air, food, water; those that don't. 2. Interdependence Among 1. Natural systems have many components that interact to maintain the system Observe a natural system or its model, identify living nonliving components in that system. For example: A wetl, prairie, garden or aquarium. Page 3 of 42 May 24, 2010

5 Minnesota Academic s in 1 1. The Nature of 1. The Practice of 1. Scientists work as individuals in groups to investigate the natural world, emphasizing evidence communicating with others When asked "How do you know?, students support their answer with observations. For example: Use observations to tell why a squirrel is a living thing Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others. 3. Earth Space 3. Interactions Among, Technology, Mathematics, Society 1. Earth Structure Processes 1. Designed natural systems exist in the world. These systems are made up of components that act within a system interact with other systems. 2. Men women throughout the history of all cultures, including Minnesota American Indian tribes communities, have been involved in engineering design scientific inquiry. 3. Earth materials include solid rocks, s, soil water. These materials have different observable physical properties that make them Observe that many living nonliving things are made of parts that if a part is missing or broken, they may not function properly Recognize that tools are used by people, including scientists engineers, to gather information solve problems. For example: Magnifier, snowplow calculator Group or classify rocks in terms of color, shape size Describe similarities differences between soil rocks. For example: Use screens to separate components of soil observe the samples using a magnifier. useful Identify describe large small objects made of Earth materials. Page 4 of 42 May 24, 2010

6 Minnesota Academic s in 1 4. Life 1. Structure Function in 2. Interdependence Among 3. Evolution in 1. Living things are diverse with many different observable characteristics. 1. Natural systems have many components that interact to maintain Describe sort animals into groups in many ways, according to their physical characteristics behaviors Recognize that animals need space, water, food, shelter air. the system Describe ways in which an animal's habitat provides for its basic needs. 1. Plants animals undergo a series of orderly changes during their life cycles. For example: Compare students' houses with animal habitats Demonstrate an understing that animals pass through life cycles that include a beginning, development into adults, reproduction eventually death. For example: Use live organisms or pictures to observe the changes that occur during the life cycle of butterflies, meal worms or frogs Recognize that animals pass through the same life cycle stages as their parents The Nature of 1. The Practice of 2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world investigate phenomena Raise questions about the natural world seek answers by making careful observations, noting what happens when you interact with an object, sharing the answers with others. Page 5 of 42 May 24, 2010

7 Minnesota Academic s in 2 1. The Nature of 2. The Practice of 2. design is the process of identifying a problem devising a product or process to solve the problem Identify a need or problem construct an object that helps to meet the need or solve the problem. For example: Design build a tool to show wind direction. Another example: Design a kite identify the materials to use Describe why some materials are better than others for making a particular object how materials that are better in some ways may be worse in other ways. For example: Objects made of plastic or glass Explain how engineered or designed items from everyday life benefit people. 2. Physical 1. Matter 1. Objects can be described in terms of the materials they are made of their physical properties. 2. The physical properties of materials can be changed, but not all materials respond the same way to what is done to them. 2. Motion 1. The motion of an object can be described by a change in its position over time Describe objects in terms of color, size, shape, weight, texture, flexibility, strength the types of materials in the object Observe, record recognize that water can be a solid or a liquid can change from one state to another Describe an object's change in position relative to other objects or a background. For example: Forward, backward, going up, going down Demonstrate that objects move in a variety of ways, including a straight line, a curve, a circle, back forth, at different speeds. For example: Spinning toy rocking toy. Another example: Construct objects that will move in a straight line or a curve such as a marble or toy car on a track. Page 6 of 42 May 24, 2010

8 Minnesota Academic s in 2 2. Physical 3. Earth Space 4. Life 3 1. The Nature of 2. Motion 2. The motion of an object can be changed by push or pull forces. 2. Interdependence Within the Earth System 1. Structure Function in 2. Interdependence Among 3. Evolution in 1. The Practice of 2. Weather can be described in measurable quantities changes from day to day with the seasons. 1. Living things are diverse with many different observable characteristics. 1. Natural systems have many components that interact to maintain the system 1. Plants animals undergo a series of orderly changes during their life cycles. 1. Scientists work as individuals in groups, emphasizing evidence, open communication skepticism Describe how push pull forces can make objects move. For example: Push pull objects on smooth rough surfaces Describe how things near Earth fall to the ground unless something holds them up Measure, record describe weather conditions using common tools. For example: Temperature, precipitation, sunrise/sunset, wind speed/direction Describe sort plants into groups in many ways, according to their physical characteristics behaviors Recognize that plants need space, water, nutrients air, that they fulfill these needs in different ways Describe the characteristics of plants at different stages of their life cycles. For example: Use live organisms or pictures to observe the changes that occur during the life cycles of bean plants or marigolds Provide evidence to support claims other than saying Everyone knows that, or I just know, question such reasons when given by others. Page 7 of 42 May 24, 2010

9 Minnesota Academic s in 3 1. The Nature of 1. The Practice of 2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world investigate phenomena Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations. For example: Investigate the sounds produced by striking various objects Recognize that when a science investigation is done the way it was done before, even in a different place, a similar result is expected Maintain a record of observations, procedures explanations, being careful to distinguish between actual observations ideas about what was observed. For example: Make a chart comparing observations about the structures of plants animals Construct reasonable explanations based on evidence collected from observations or experiments. 3. Interactions Among, Technology, Mathematics, Society 2. Men women throughout the history of all cultures, including Minnesota American Indian tribes communities, have been involved in engineering design scientific inquiry Underst that everybody can use evidence to learn about the natural world, identify patterns in nature, develop tools. For example: Ojibwe Dakota knowledge use of patterns in the stars to predict plan Recognize that the practice of science /or engineering involves many different kinds of work engages men women of all ages backgrounds. 4. Tools mathematics help scientists engineers see more, measure more accurately, do things that they could not otherwise accomplish Use tools, including rulers, thermometers, magnifiers simple balances, to improve observations keep a record of the observations made. Page 8 of 42 May 24, 2010

10 Minnesota Academic s in 3 2. Physical 3. Energy 1. Energy appears in different forms, including sound light Explain the relationship between the pitch of a sound, the rate of vibration of the source factors that affect pitch. For example: Changing the length of a string that is plucked changes the pitch Explain how shadows form can change in various ways Describe how light travels in a straight line until it is absorbed, redirected, reflected or allowed to pass through an object. For example: Use a flashlight, mirrors water to demonstrate reflection bending of light. 3. Earth Space 3. The Universe 1. The sun moon have locations movements that can be observed described Observe describe the daily seasonal changes in the position of the sun compare observations Recognize the pattern of apparent changes in the moon's shape position. 2. Objects in the solar system as seen from Earth have various sizes distinctive patterns of motion Demonstrate how a large light source at a great distance looks like a small light that is much closer. For example: Car headlights at a distance look small compared to when they are close Recognize that the Earth is one of several planets that orbit the sun, that the moon orbits the Earth. 4. Life 1. Structure Function in 1. Living things are diverse with many different characteristics that enable them to grow, reproduce survive Compare how the different structures of plants animals serve various functions of growth, survival reproduction. For example: Skeletons in animals stems in plants provide strength stability Identify common groups of plants animals using observable physical characteristics, structures behaviors. For example: Sort animals into groups such as mammals amphibians based on physical characteristics. Another example: Sort identify common Minnesota trees based on leaf/needle characteristics. Page 9 of 42 May 24, 2010

11 Minnesota Academic s in 3 4. Life 4 1. The Nature of 2. Physical 3. Evolution in 2. The Practice of 3. Interactions Among, Technology, Mathematics, Society 2. Offspring are generally similar to their parents, but may have variations that can be advantageous or disadvantageous in a particular Give examples of likenesses between adults offspring in plants animals that can be inherited or acquired. For example: Collect samples or pictures that show similarities between adults their young offspring. environment Give examples of differences among individuals that can sometimes give an individual an advantage in survival reproduction. 1. Engineers design, create develop structures, processes systems that are intended to improve society may make humans more productive. 2. design is the process of identifying problems, developing multiple solutions, selecting the best possible solution, building the product. 3. The needs of any society influence the technologies that are developed how they are used. 1. Matter 1. Objects have observable properties that can be measured Describe the positive negative impacts that the designed world has on the natural world as more more engineered products services are created used Identify investigate a design solution describe how it was used to solve an everyday problem. For example: Investigate different varieties of construction tools Generate ideas possible constraints for solving a problem through engineering design. For example: Design build an electromagnet to sort steel aluminum materials for recycling Test evaluate solutions, considering advantages disadvantages of the engineering solution, communicate the results effectively Describe a situation in which one invention led to other inventions Measure temperature, volume, weight length using appropriate tools units. Page 10 of 42 May 24, 2010

12 Minnesota Academic s in 4 2. Physical 1. Matter 2. Solids, liquids gases are states of matter that have unique properties Distinguish between solids, liquids gases in terms of shape volume. For example: Liquid water changes shape depending on the shape of its container Describe how the states of matter change as a result of heating cooling. 3. Energy 1. Energy appears in different forms, including heat electromagnetism Describe the transfer of heat energy when a warm a cool object are touching or placed near each other Describe how magnets can repel or attract each other how they attract certain metal objects Compare materials that are conductors insulators of heat /or electricity. For example: Glass conducts heat well, but is a poor conductor of electricity. 2. Energy can be transformed within a system or transferred to other systems or the environment Identify several ways to generate heat energy. For example: Burning a substance, rubbing hs together, or electricity flowing through wires Construct a simple electrical circuit using wires, batteries light bulbs Demonstrate how an electric current can produce a magnetic force. For example: Construct an electromagnet to pick up paperclips. 3. Earth Space 1. Earth Structure Processes 3. Rocks are Earth materials that may vary in composition Recognize that rocks may be uniform or made of mixtures of different minerals Describe classify minerals based on their physical properties. For example: Streak, luster, hardness, reaction to vinegar. 2. Interdependence Within the Earth System 3. Water circulates through the Earth's crust, oceans atmosphere in what is known as the water cycle Identify where water collects on Earth, including atmosphere, ground surface water, describe how water moves through the Earth system using the processes of evaporation, condensation precipitation. 4. Human Interactions with Earth Systems 1. In order to improve their existence, humans interact with influence Earth systems Describe how the methods people utilize to obtain use water in their homes communities can affect water supply quality. Page 11 of 42 May 24, 2010

13 Minnesota Academic s in 4 4. Life 4. Human Interactions with 2. Microorganisms can get inside one s body they may keep it from working properly Recognize that the body has defense systems against germs, including tears, saliva, skin blood Give examples of diseases that can be prevented by vaccination The Nature of 1. The Practice of 1. is a way of knowing about the natural world, is done by individuals groups, is characterized by empirical criteria, logical argument skeptical review Explain why evidence, clear communication, accurate record keeping, replication by others, openness to scrutiny are essential parts of doing science Recognize that when scientific investigations are replicated they generally produce the same results, when results differ significantly, it is important to investigate what may have caused such differences. For example: Measurement errors, equipment failures, or uncontrolled variables Underst that different explanations for the same observations usually lead to making more observations trying to resolve the differences Underst that different models can be used to represent natural phenomena these models have limitations about what they can explain. 2. Scientific inquiry requires identification of assumptions, use of critical logical thinking, consideration of alternative explanations. For example: Different kinds of maps of a region provide different information about the l surface Generate a scientific question plan an appropriate scientific investigation, such as systematic observations, field studies, open-ended exploration or controlled experiments to answer the question Identify collect relevant evidence, make systematic observations accurate measurements, identify variables in a scientific investigation Conduct or critique an experiment, noting when the experiment might not be fair because some of the things that might change the outcome are not kept the same, or that the experiment is not repeated enough times to provide valid results. Page 12 of 42 May 24, 2010

14 Minnesota Academic s in 5 1. Nature of 3. Interactions Among, Technology, Mathematics, Society 2. Men women throughout the history of all cultures, including Minnesota American Indian tribes communities, have been involved in engineering design scientific inquiry. 4. Tools mathematics help scientists engineers see more, measure more accurately, do things that they could not otherwise accomplish Describe how science engineering influence are influenced by local traditions beliefs. For example: Sustainable agriculture practices used by many cultures Use appropriate tools techniques in gathering, analyzing interpreting data. For example: Spring scale, metric measurements, tables, mean/median/range, spreadsheets, appropriate graphs Create analyze different kinds of maps of the student's community of Minnesota. For example: Weather maps, city maps, aerial photos, regional maps or online map resources. 2. Physical 2. Motion 1. An object's motion is affected by forces can be described by the object's speed the direction it is moving Give examples of simple machines demonstrate how they change the input output of forces motion Identify the force that starts something moving or changes its speed or direction of motion. For example: Friction slows down a moving skateboard Demonstrate that a greater force on an object can produce a greater change in motion. 3. Earth Space 1. Earth Structure Processes 2. The surface of the Earth changes. Some changes are due to slow processes some changes are due to rapid processes Explain how, over time, rocks weather combine with organic matter to form soil Explain how slow processes, such as water erosion, rapid processes, such as lslides volcanic eruptions, form features of the Earth's surface. Page 13 of 42 May 24, 2010

15 Minnesota Academic s in 5 3. Earth Space 4. Human Interactions with Earth Systems 1. In order to maintain improve their existence, humans interact with influence Earth systems Identify renewable non-renewable energy material resources that are found in Minnesota describe how they are used. For example: Water, iron ore, granite, s gravel, wind forests Give examples of how mineral energy resources are obtained processed how that processing modifies their properties to make them more useful. For example: Iron ore, biofuels, or coal Compare the impact of individual decisions on natural systems. For example: Choosing paper or plastic bags impacts lfills as well as ocean life cycles. 4. Life 1. Structure Function in 1. Living things are diverse with many different characteristics that enable them to grow, reproduce survive Describe how plant animal structures their functions provide an advantage for survival in a given natural system. For example: Compare the physical characteristics of plants or animals from widely different environments, such as desert versus tropical, explore how each has adapted to its environment. 2. Interdependence Among 1. Natural systems have many components that interact to maintain the living system Describe a natural system in Minnesota, such as a wetl, prairie or garden, in terms of the relationships among its living nonliving parts, as well as inputs outputs. For example: Design construct a habitat for a living organism that meets its need for food, air water Explain what would happen to a system such as a wetl, prairie or garden if one of its parts were changed. For example: Investigate how road salt runoff affects plants, insects other parts of an ecosystem. Another example: Investigate how an invasive species changes an ecosystem. 4. Human Interactions with 1. Humans change environments in ways that can be either beneficial or harmful to themselves other organisms Give examples of beneficial harmful human interaction with natural systems. For example: Recreation, pollution, or wildlife management. Page 14 of 42 May 24, 2010

16 Minnesota Academic s in 6 1. The Nature of 2. The Practice of 1. Engineers create, develop manufacture machines, structures, processes systems that impact society may make humans more productive Identify a common engineered system evaluate its impact on the daily life of humans. For example: Refrigeration, cell phone or automobile Recognize that there is no perfect design that new technologies have consequences that may increase some risks decrease others. For example: Seat belts airbags Describe the trade-offs in using manufactured products in terms of features, performance, durability cost Explain the importance of learning from past failures, in order to inform future designs of similar products or systems. 3. Interactions Among, Technology,, Mathematics Society 2. design is the process of devising products, processes systems that address a need, capitalize on an opportunity, or solve a specific problem. 1. Designed natural systems exist in the world. These systems consist of components that act within the system interact For example: Space shuttle or bridge design Apply document an engineering design process that includes identifying criteria constraints, making representations, testing evaluation, refining the design as needed to construct a product or system that solves a problem. For example: Investigate how energy changes from one form to another by designing constructing a simple roller coaster for a marble Describe a system in terms of its subsystems parts, as well as its inputs, processes outputs. with other systems Distinguish between open closed systems. For example: Compare mass before after a chemical reaction that releases a gas in sealed open plastic bags. Page 15 of 42 May 24, 2010

17 Minnesota Academic s in 6 1. The Nature of 3. Interactions Among, Technology,, Mathematics Society 4. Current emerging technologies have enabled humans to develop use models to underst communicate how natural designed systems work interact Determine use appropriate safe procedures, tools, measurements, graphs mathematical analyses to describe investigate natural designed systems in a physical science context Demonstrate the conversion of units within the International System of Units (SI, or metric) estimate the magnitude of common objects quantities using metric units. 2. Physical 1. Matter 1. Pure substances can be identified by properties which are independent of the sample of the substance the properties can be explained by a model of matter that is composed of small particles. 2. Substances can undergo physical changes which do not change the composition or the total mass of the substance in a closed system Explain density, dissolving, compression, diffusion thermal expansion using the particle model of matter Identify evidence of physical changes, including changing phase or shape, dissolving in other materials Describe how mass is conserved during a physical change in a closed system. For example: The mass of an ice cube does not change when it melts. 2. Motion 1. The motion of an object can be described in terms of speed, direction change of position Use the relationship between heat the motion arrangement of particles in solids, liquids gases to explain melting, freezing, condensation evaporation Measure calculate the speed of an object that is traveling in a straight line For an object traveling in a straight line, graph the object s position as a function of time, its speed as a function of time. Explain how these graphs describe the object s motion. Page 16 of 42 May 24, 2010

18 Minnesota Academic s in 6 2. Physical 2. Motion 2. Forces have magnitude direction affect the motion of objects Recognize that when the forces acting on an object are balanced, the object remains at rest or continues to move at a constant speed in a straight line, that unbalanced forces cause a change in the speed or direction of the motion of an object Identify the forces acting on an object describe how the sum of the forces affects the motion of the object. For example: Forces acting on a book on a table or a car on the road Recognize that some forces between objects act when the objects are in direct contact others, such as magnetic, electrical gravitational forces can act from a distance Distinguish between mass weight. 3. Energy 1. Waves involve the transfer of energy without the transfer of matter. 2. Energy can be transformed within a system or transferred to other systems or the environment Describe properties of waves, including speed, wavelength, frequency amplitude Explain how the vibration of particles in air other materials results in the transfer of energy through sound waves Use wave properties of light to explain reflection, refraction the color spectrum Differentiate between kinetic potential energy analyze situations where kinetic energy is converted to potential energy vice versa Trace the changes of energy forms, including thermal, electrical, chemical, mechanical or others as energy is used in devices. For example: A bicycle, light bulb or automobile Describe how heat energy is transferred in conduction, convection radiation. Page 17 of 42 May 24, 2010

19 Minnesota Academic s in 7 1. The Nature of 1. The Practice of 1. is a way of knowing about the natural world is characterized by empirical criteria, logical argument skeptical review Underst that prior expectations can create bias when conducting scientific investigations. For example: Students often continue to think that air is not matter, even though they have contrary evidence from investigations Underst that when similar investigations give different results, the challenge is to judge whether the differences are significant, if further studies are required. For example: Use mean range to analyze the reliability of experimental results. 2. Scientific inquiry uses multiple interrelated processes to investigate questions propose explanations about the natural world Generate refine a variety of scientific questions match them with appropriate methods of investigation, such as field studies, controlled experiments, reviews of existing work, development of models Plan conduct a controlled experiment to test a hypothesis about a relationship between two variables, ensuring that one variable is systematically manipulated, the other is measured recorded, any other variables are kept the same (controlled). For example: The effect of various factors on the production of carbon dioxide by plants Generate a scientific conclusion from an investigation, clearly distinguishing between results (evidence) conclusions (explanation) Evaluate explanations proposed by others by examining comparing evidence, identifying faulty reasoning, suggesting alternative explanations. Page 18 of 42 May 24, 2010

20 Minnesota Academic s in 7 1. The Nature of 3. Interactions Among, Technology,, Mathematics Society 4. Current emerging technologies have enabled humans to develop use models to underst communicate how natural designed systems work interact Use maps, satellite images other data sets to describe patterns make predictions about natural systems in a life science context. For example: Use online data sets to compare wildlife populations or water quality in regions of Minnesota Determine use appropriate safety procedures, tools, measurements, graphs mathematical analyses to describe investigate natural designed systems in a life science context. 2. Physical 1. Matter 1. The idea that matter is made up of atoms molecules provides the basis for understing the properties of matter Recognize that all substances are composed of one or more of approximately one hundred elements that the periodic table organizes the elements into groups with similar properties Describe the differences between elements compounds in terms of atoms molecules Recognize that a chemical equation describes a reaction where pure substances change to produce one or more pure substances whose properties are different from the original substance(s). 4. Life 1. Structure Function in 1. Tissues, organs organ systems are composed of cells function to serve the needs of all cells for food, air waste removal Recognize that all cells do not look alike that specialized cells in multicellular organisms are organized into tissues organs that perform specialized functions. For example: Nerve cells skin cells do not look the same because they are part of different organs have different functions Describe how the organs in the respiratory, circulatory, digestive, nervous, skin urinary systems interact to serve the needs of vertebrate organisms. Page 19 of 42 May 24, 2010

21 Minnesota Academic s in 7 4. Life 1. Structure Function in 2. All living organisms are composed of one or more cells which carry on the many functions needed to sustain life Recognize that cells carry out life functions, that these functions are carried out in a similar way in all organisms, including animals, plants, fungi, bacteria protists Recognize that cells repeatedly divide to make more cells for growth repair Use the presence of the cell wall chloroplasts to distinguish between plant animal cells. For example: Compare microscopic views of plant cells animal cells. 2. Interdependence Among 1. Natural systems include a variety of organisms that interact with one another in several ways Identify a variety of populations communities in an ecosystem describe the relationships among the populations communities in a stable ecosystem Compare contrast the roles of organisms with the following relationships: predator/prey, parasite/host, producer/consumer/decomposer Explain how the number of populations an ecosystem can support depends on the biotic resources available as well as abiotic factors such as amount of light water, temperature range soil composition. 2. The flow of energy the recycling of matter are essential to a stable ecosystem Recognize that producers use the energy from sunlight to make sugars from carbon dioxide water through a process called photosynthesis. This food can be used immediately, stored for later use, or used by other organisms Describe the roles relationships among producers, consumers decomposers in changing energy from one form to another in a food web within an ecosystem Explain that the total amount of matter in an ecosystem remains the same as it is transferred between organisms their physical environment, even though its form location change. For example: Construct a food web to trace the flow of matter in an ecosystem. Page 20 of 42 May 24, 2010

22 Minnesota Academic s in 7 4. Life 3. Evolution in 4. Human Interactions with 1. Reproduction is a characteristic of all organisms is essential for the continuation of a species. Hereditary information is contained in genes which are inherited through asexual or sexual Recognize that cells contain genes that each gene carries a single unit of information that either alone, or with other genes, determines the inherited traits of an organism Recognize that in asexually reproducing organisms all the genes come from a single parent, that in sexually reproducing organisms about half of the genes come from each parent. reproduction Distinguish between characteristics of organisms that are inherited those acquired through environmental influences. 2. Individual organisms with certain traits in particular environments are more likely than others to survive have offspring. 1. Human activity can change living organisms ecosystems Explain how the fossil record documents the appearance, diversification extinction of many life forms Use internal external anatomical structures to compare infer relationships between living organisms as well as those in the fossil record Recognize that variation exists in every population describe how a variation can help or hinder an organism s ability to survive Recognize that extinction is a common event it can occur when the environment changes a population s ability to adapt is insufficient to allow its survival Describe examples where selective breeding has resulted in new varieties of cultivated plants particular traits in domesticated animals Describe ways that human activities can change the populations communities in an ecosystem. Page 21 of 42 May 24, 2010

23 Minnesota Academic s in 7 4. Life 4. Human Interactions with 2. Human beings are constantly interacting with other organisms that cause disease Explain how viruses, bacteria, fungi parasites may infect the human body interfere with normal body functions Recognize that a microorganism can cause specific diseases that there are a variety of medicines available that can be used to combat a given microorganism Recognize that vaccines induce the body to build immunity to a disease without actually causing the disease itself Recognize that the human immune system protects against microscopic organisms foreign substances that enter from outside the body against some cancer cells that arise from within The Nature of 1. The Practice of 1. is a way of knowing about the natural world is characterized by empirical criteria, logical argument skeptical review Evaluate the reasoning in arguments in which fact opinion are intermingled or when conclusions do not follow logically from the evidence given. For example: Evaluate the use of ph in advertising products related to body care or gardening. 2. Scientific inquiry uses multiple interrelated processes to investigate questions propose explanations about the natural world Use logical reasoning imagination to develop descriptions, explanations, predictions models based on evidence. 3. Interactions Among, Technology,, Mathematics Society 2. Men women throughout the history of all cultures, including Minnesota American Indian tribes communities, have been involved in engineering design scientific inquiry Describe examples of important contributions to the advancement of science, engineering technology made by individuals representing different groups cultures at different times in history. Page 22 of 42 May 24, 2010

24 Minnesota Academic s in 8 1. The Nature of 3. Interactions Among, Technology,, Mathematics Society 3. engineering operate in the context of society both influence are influenced by this context Explain how scientific laws engineering principles, as well as economic, political, social, ethical expectations, must be taken into account in designing engineering solutions or conducting scientific investigations Underst that scientific knowledge is always changing as new technologies information enhance observations analysis of data. For example: Analyze how new telescopes have provided new information about the universe Provide examples of how advances in technology have impacted the ways in which people live, work interact. 4. Current emerging technologies have enabled humans to develop use models to underst communicate how natural designed systems work interact Use maps, satellite images other data sets to describe patterns make predictions about local global systems in Earth science contexts. For example: Use data or satellite images to identify locations of earthquakes volcanoes, ocean surface temperatures, or weather patterns Determine use appropriate safety procedures, tools, measurements, graphs mathematical analyses to describe investigate natural designed systems in Earth physical science contexts. 2. Physical 1. Matter 1. Pure substances can be identified by properties which are independent of the sample of the substance the properties can be explained by a model of matter that is composed of small particles Distinguish between a mixture a pure substance use physical properties including color, solubility, density, melting point boiling point to separate mixtures identify pure substances Use physical properties to distinguish between metals non-metals. Page 23 of 42 May 24, 2010

25 Minnesota Academic s in 8 2. Physical 1. Matter 2. Substances can undergo physical chemical changes which may change the properties of the substance but do not change the total mass in a closed system Identify evidence of chemical changes, including color change, generation of a gas, solid formation temperature change Distinguish between chemical physical changes in matter Use the particle model of matter to explain how mass is conserved during physical chemical changes in a closed system Recognize that acids are compounds whose properties include a sour taste, characteristic color changes with litmus other acid/base indicators, the tendency to react with bases to produce a salt water. 3. Energy 1. Waves involve the transfer of energy without the transfer of matter Explain how seismic waves transfer energy through the layers of the Earth across its surface. 3. Earth Space 1. Earth Structure Processes 1. The movement of tectonic plates results from interactions among the lithosphere, mantle core Recognize that the Earth is composed of layers, describe the properties of the layers, including the lithosphere, mantle core Correlate the distribution of ocean trenches, mid-ocean ridges mountain ranges to volcanic seismic activity Recognize that major geological events, such as earthquakes, volcanic eruptions mountain building, result from the slow movement of tectonic plates. 2. Lforms are the result of the combination of constructive destructive processes Explain how lforms result from the processes of crustal deformation, volcanic eruptions, weathering, erosion deposition of sediment Explain the role of weathering, erosion glacial activity in shaping Minnesota's current lscape. Page 24 of 42 May 24, 2010

26 8 3. Earth Space 1. Earth Structure Processes 2. Interdependence Within the Earth System Minnesota Academic s in 3. Rocks rock formations indicate evidence of the materials conditions that produced them. 1. The sun is the principal external energy source for the Earth. 2. Patterns of atmospheric movement influence global climate local weather. 3. Water, which covers the majority of the Earth s surface, circulates through the crust, oceans atmosphere in what is known as the water cycle Interpret successive layers of sedimentary rocks their fossils to infer relative ages of rock sequences, past geologic events, changes in environmental conditions, the appearance extinction of life forms Classify identify rocks minerals using characteristics including, but not limited to, density, hardness streak for minerals; texture composition for rocks Relate rock composition texture to physical conditions at the time of formation of igneous, sedimentary metamorphic rock Explain how the combination of the Earth's tilted axis revolution around the sun causes the progression of seasons Recognize that oceans have a major effect on global climate because water in the oceans holds a large amount of heat Explain how heating of the Earth's surface atmosphere by the sun drives convection within the atmosphere hydrosphere producing winds, ocean currents the water cycle, as well as influencing global climate Describe how the composition structure of the Earth's atmosphere affects energy absorption, climate, the distribution of particulates gases. For example: Certain gases contribute to the greenhouse effect Analyze changes in wind direction, temperature, humidity air pressure relate them to fronts pressure systems Relate global weather patterns to patterns in regional local weather Describe the location, composition use of major water reservoirs on the Earth, the transfer of water among them Describe how the water cycle distributes materials purifies water. For example: Dissolved gases in rain can change the chemical composition of substances on Earth. Another example: Waterborne disease. Page 25 of 42 May 24, 2010

27 Minnesota Academic s in 8 3. Earth Space 3. The Universe 1. The Earth is the third planet from the sun in a system that includes the moon, the sun, seven other planets their moons, smaller objects. 4. Human Interactions with Earth Systems 1. In order to maintain improve their existence, humans interact with influence Earth Recognize that the sun is a mediumsized star, one of billions of stars in the Milky Way galaxy, the closest star to Earth Describe how gravity inertia keep most objects in the solar system in regular predictable motion Recognize that gravitational force exists between any two objects describe how the masses of the objects distance between them affect the force Compare contrast the sizes, locations, compositions of the planets moons in our solar system Use the predictable motions of the Earth around its own axis around the sun, of the moon around the Earth, to explain day length, the phases of the moon, eclipses Describe how mineral fossil fuel resources have formed over millions of years, explain why these resources are finite non-renewable over human time frames. systems Recognize that l water use practices can affect natural processes that natural processes interfere interact with human systems. For example: Levees change the natural flooding process of a river. Another example: Agricultural runoff influences natural systems far from the source. Page 26 of 42 May 24, 2010