Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
Scaling the Sun Earth Moon System | MN | Minnesota’s K-8 Academic Standards in Science | 3E.2.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Record observations of the sun, moon, and stars and use them to describe patterns that can be predicted. |
Patterns | MN | Minnesota’s K-8 Academic Standards in Science | 3E.2.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Record observations of the sun, moon, and stars and use them to describe patterns that can be predicted. |
Scaling the Sun Earth Moon System | MN | Minnesota’s K-8 Academic Standards in Science | 3E.2.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Record observations of the sun, moon, and stars and use them to describe patterns that can be predicted. |
Patterns | MN | Minnesota’s K-8 Academic Standards in Science | 3E.2.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Organize and electronically present collected data to identify and describe patterns in the amount of daylight in the different times of the year. |
Scaling the Sun Earth Moon System | MN | Minnesota’s K-8 Academic Standards in Science | 3E.4.2.2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Gather information and communicate how Minnesota American Indian Tribes and communities and other cultures use patterns in stars to make predictions and plans. |
Ecosystem Dynamics | MN | Minnesota’s K-8 Academic Standards in Science | 3L.1.2.1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and conduct an investigation to determine how amounts of sunlight and water impact the growth of a plant. |
Plant Growth and Acid Rain | MN | Minnesota’s K-8 Academic Standards in Science | 3L.1.2.1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and conduct an investigation to determine how amounts of sunlight and water impact the growth of a plant. |
Plant Growth | MN | Minnesota’s K-8 Academic Standards in Science | 3L.1.2.1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and conduct an investigation to determine how amounts of sunlight and water impact the growth of a plant. |
Energy and Matter in Food Webs | MN | Minnesota’s K-8 Academic Standards in Science | 3L.3.1.1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop multiple models to describe how organisms have unique and diverse life cycles but all have birth, growth, reproduction, and death in common. |
Ecosystem Dynamics | MN | Minnesota’s K-8 Academic Standards in Science | 3L.3.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an explanation using evidence from various sources for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
Ecosystem Dynamics | MN | Minnesota’s K-8 Academic Standards in Science | 3L.4.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an argument about strategies animals use to survive. |
Ecosystem Dynamics | MN | Minnesota’s K-8 Academic Standards in Science | 3L.4.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Decomposition | MN | Minnesota’s K-8 Academic Standards in Science | 3L.4.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Plant Growth and Acid Rain | MN | Minnesota’s K-8 Academic Standards in Science | 3L.4.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Energy and Matter in Food Webs | MN | Minnesota’s K-8 Academic Standards in Science | 3L.4.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Plant and Animal Cells | MN | Minnesota’s K-8 Academic Standards in Science | 3L.4.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Plant Growth | MN | Minnesota’s K-8 Academic Standards in Science | 3L.4.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Engineering Library Scopes | MN | Minnesota’s K-8 Academic Standards in Science | 3P.1.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask questions based on observations about why objects in darkness can be seen only when illuminated. |
Engineering Library Scopes | MN | Minnesota’s K-8 Academic Standards in Science | 3P.1.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and conduct a controlled investigation to determine the effect of placing objects made with different materials in the path of a beam of light. |
Engineering Library Scopes | MN | Minnesota’s K-8 Academic Standards in Science | 3P.3.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
Earth's Interacting Systems | MN | Minnesota’s K-8 Academic Standards in Science | 4E.1.1.1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask questions about how water moves through the Earth system and identify the type of question. |
Engineering Filtration Devices | MN | Minnesota’s K-8 Academic Standards in Science | 4E.1.1.1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask questions about how water moves through the Earth system and identify the type of question. |
Earth's Water | MN | Minnesota’s K-8 Academic Standards in Science | 4E.1.1.1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask questions about how water moves through the Earth system and identify the type of question. |
Earth's Surface Features | MN | Minnesota’s K-8 Academic Standards in Science | 4E.1.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to provide evidence of the effects of weathering or the rate of erosion by the forces of water, ice, wind, or vegetation. |
Weathering Rocks | MN | Minnesota’s K-8 Academic Standards in Science | 4E.1.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to provide evidence of the effects of weathering or the rate of erosion by the forces of water, ice, wind, or vegetation. |
Engineering Filtration Devices | MN | Minnesota’s K-8 Academic Standards in Science | 4E.2.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Interpret charts, maps and/or graphs of the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
Earth's Interacting Systems | MN | Minnesota’s K-8 Academic Standards in Science | 4E.2.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Interpret charts, maps and/or graphs of the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
Earth's Water | MN | Minnesota’s K-8 Academic Standards in Science | 4E.2.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Interpret charts, maps and/or graphs of the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
Weathering Rocks | MN | Minnesota’s K-8 Academic Standards in Science | 4E.3.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model based in part on student observations or data to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact. |
Earth's Interacting Systems | MN | Minnesota’s K-8 Academic Standards in Science | 4E.3.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model based in part on student observations or data to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact. |
Earth's Surface Features | MN | Minnesota’s K-8 Academic Standards in Science | 4E.3.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
Weathering Rocks | MN | Minnesota’s K-8 Academic Standards in Science | 4E.3.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
Engineering Filtration Devices | MN | Minnesota’s K-8 Academic Standards in Science | 4E.4.2.2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain and combine multiple sources of information about ways individual communities, including Minnesota American Indian Tribes and communities and other cultures use evidence and scientific principles to make decisions about the uses of Earth’s resources. |
Ecosystem Dynamics | MN | Minnesota’s K-8 Academic Standards in Science | 4L.4.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct or support an argument that traits can be influenced by different environments. |
Plant Growth and Acid Rain | MN | Minnesota’s K-8 Academic Standards in Science | 4L.4.2.1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain information from various media sources to determine that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
Magnets and Motors | MN | Minnesota’s K-8 Academic Standards in Science | 4P.1.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask questions to determine cause and effect relationships of electric and magnetic interactions between two objects not in contact with each other. |
Electrical Currents and Circuits | MN | Minnesota’s K-8 Academic Standards in Science | 4P.1.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask questions to determine cause and effect relationships of electric and magnetic interactions between two objects not in contact with each other. |
Patterns | MN | Minnesota’s K-8 Academic Standards in Science | 5E.2.2.1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use data to describe patterns in the daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. |
Scaling the Sun Earth Moon System | MN | Minnesota’s K-8 Academic Standards in Science | 5E.4.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use evidence to support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
Plant Growth and Acid Rain | MN | Minnesota’s K-8 Academic Standards in Science | 5L.1.2.1.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and conduct an investigation to obtain evidence that plants get the materials they need for growth chiefly from air and water. |
Plant Growth | MN | Minnesota’s K-8 Academic Standards in Science | 5L.1.2.1.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and conduct an investigation to obtain evidence that plants get the materials they need for growth chiefly from air and water. |
Ecosystem Dynamics | MN | Minnesota’s K-8 Academic Standards in Science | 5L.1.2.1.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and conduct an investigation to obtain evidence that plants get the materials they need for growth chiefly from air and water. |
Decomposition | MN | Minnesota’s K-8 Academic Standards in Science | 5L.3.1.1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Create an electronic visualization of the movement of matter among plants, animals, decomposers, and the environment. |
Energy and Matter in Food Webs | MN | Minnesota’s K-8 Academic Standards in Science | 5L.3.1.1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Create an electronic visualization of the movement of matter among plants, animals, decomposers, and the environment. |
Ecosystem Dynamics | MN | Minnesota’s K-8 Academic Standards in Science | 5L.3.1.1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Create an electronic visualization of the movement of matter among plants, animals, decomposers, and the environment. |
Ecosystem Dynamics | MN | Minnesota’s K-8 Academic Standards in Science | 5L.4.1.2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Evaluate the merit of a solution to a problem caused by changes in plant and animal populations as a result of environmental changes. |
Conservation of Matter | MN | Minnesota’s K-8 Academic Standards in Science | 5P.1.2.1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
Engineering Roller Coasters | MN | Minnesota’s K-8 Academic Standards in Science | 5P.1.2.1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation. |
Engineering Sound Barriers | MN | Minnesota’s K-8 Academic Standards in Science | 5P.1.2.1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation. |
Sound Energy and Materials | MN | Minnesota’s K-8 Academic Standards in Science | 5P.1.2.1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation. |
Magnets and Motors | MN | Minnesota’s K-8 Academic Standards in Science | 5P.1.2.1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation. |
Electrical Currents and Circuits | MN | Minnesota’s K-8 Academic Standards in Science | 5P.1.2.1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation. |
Properties of Minerals | MN | Minnesota’s K-8 Academic Standards in Science | 5P.1.2.1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation. |
Engineering Library Scopes | MN | Minnesota’s K-8 Academic Standards in Science | 5P.1.2.1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation. |
Sound Energy | MN | Minnesota’s K-8 Academic Standards in Science | 5P.2.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Magnets and Motors | MN | Minnesota’s K-8 Academic Standards in Science | 5P.2.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Roller Coasters | MN | Minnesota’s K-8 Academic Standards in Science | 5P.2.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Sound Energy and Materials | MN | Minnesota’s K-8 Academic Standards in Science | 5P.2.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Sound Barriers | MN | Minnesota’s K-8 Academic Standards in Science | 5P.2.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Electrical Currents and Circuits | MN | Minnesota’s K-8 Academic Standards in Science | 5P.2.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Library Scopes | MN | Minnesota’s K-8 Academic Standards in Science | 5P.2.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Conservation of Matter | MN | Minnesota’s K-8 Academic Standards in Science | 5P.2.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. |
Sound Energy | MN | Minnesota’s K-8 Academic Standards in Science | 5P.3.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop and refine a model to describe that matter is made of particles too small to be seen. |
Conservation of Matter | MN | Minnesota’s K-8 Academic Standards in Science | 5P.3.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop and refine a model to describe that matter is made of particles too small to be seen. |
Electrical Currents and Circuits | MN | Minnesota’s K-8 Academic Standards in Science | 5P.3.1.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop and refine a model to describe that matter is made of particles too small to be seen. |
Earth's Interacting Systems | MN | Minnesota’s K-8 Academic Standards in Science | 5P.3.1.1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun. |
Friction and Motion | MN | Minnesota’s K-8 Academic Standards in Science | 5P.3.2.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an explanation based on evidence relating the speed of an object to the energy of that object. |
Friction and Motion | MN | Minnesota’s K-8 Academic Standards in Science | 5P.3.2.2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Engineering Roller Coasters | MN | Minnesota’s K-8 Academic Standards in Science | 5P.3.2.2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Magnets and Motors | MN | Minnesota’s K-8 Academic Standards in Science | 5P.3.2.2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Engineering Roller Coasters | MN | Minnesota’s K-8 Academic Standards in Science | ETS1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Sound Barriers | MN | Minnesota’s K-8 Academic Standards in Science | ETS1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Filtration Devices | MN | Minnesota’s K-8 Academic Standards in Science | ETS1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Library Scopes | MN | Minnesota’s K-8 Academic Standards in Science | ETS1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Sound Barriers | MN | Minnesota’s K-8 Academic Standards in Science | ETS2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Library Scopes | MN | Minnesota’s K-8 Academic Standards in Science | ETS2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Filtration Devices | MN | Minnesota’s K-8 Academic Standards in Science | ETS2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Roller Coasters | MN | Minnesota’s K-8 Academic Standards in Science | ETS2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Filtration Devices | MN | Minnesota’s K-8 Academic Standards in Science | ETS3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Sound Barriers | MN | Minnesota’s K-8 Academic Standards in Science | ETS3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Roller Coasters | MN | Minnesota’s K-8 Academic Standards in Science | ETS3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Library Scopes | MN | Minnesota’s K-8 Academic Standards in Science | ETS3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Record observations of the sun, moon, and stars and use them to describe patterns that can be predicted.
Record observations of the sun, moon, and stars and use them to describe patterns that can be predicted.
Record observations of the sun, moon, and stars and use them to describe patterns that can be predicted.
Organize and electronically present collected data to identify and describe patterns in the amount of daylight in the different times of the year.
Gather information and communicate how Minnesota American Indian Tribes and communities and other cultures use patterns in stars to make predictions and plans.
Plan and conduct an investigation to determine how amounts of sunlight and water impact the growth of a plant.
Plan and conduct an investigation to determine how amounts of sunlight and water impact the growth of a plant.
Plan and conduct an investigation to determine how amounts of sunlight and water impact the growth of a plant.
Develop multiple models to describe how organisms have unique and diverse life cycles but all have birth, growth, reproduction, and death in common.
Construct an explanation using evidence from various sources for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
Construct an argument about strategies animals use to survive.
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Ask questions based on observations about why objects in darkness can be seen only when illuminated.
Plan and conduct a controlled investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Ask questions about how water moves through the Earth system and identify the type of question.
Ask questions about how water moves through the Earth system and identify the type of question.
Ask questions about how water moves through the Earth system and identify the type of question.
Make observations and measurements to provide evidence of the effects of weathering or the rate of erosion by the forces of water, ice, wind, or vegetation.
Make observations and measurements to provide evidence of the effects of weathering or the rate of erosion by the forces of water, ice, wind, or vegetation.
Interpret charts, maps and/or graphs of the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
Interpret charts, maps and/or graphs of the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
Interpret charts, maps and/or graphs of the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
Develop a model based in part on student observations or data to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact.
Develop a model based in part on student observations or data to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact.
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
Obtain and combine multiple sources of information about ways individual communities, including Minnesota American Indian Tribes and communities and other cultures use evidence and scientific principles to make decisions about the uses of Earth’s resources.
Construct or support an argument that traits can be influenced by different environments.
Obtain information from various media sources to determine that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
Ask questions to determine cause and effect relationships of electric and magnetic interactions between two objects not in contact with each other.
Ask questions to determine cause and effect relationships of electric and magnetic interactions between two objects not in contact with each other.
Use data to describe patterns in the daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
Use evidence to support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth.
Plan and conduct an investigation to obtain evidence that plants get the materials they need for growth chiefly from air and water.
Plan and conduct an investigation to obtain evidence that plants get the materials they need for growth chiefly from air and water.
Plan and conduct an investigation to obtain evidence that plants get the materials they need for growth chiefly from air and water.
Create an electronic visualization of the movement of matter among plants, animals, decomposers, and the environment.
Create an electronic visualization of the movement of matter among plants, animals, decomposers, and the environment.
Create an electronic visualization of the movement of matter among plants, animals, decomposers, and the environment.
Evaluate the merit of a solution to a problem caused by changes in plant and animal populations as a result of environmental changes.
Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation.
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation.
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation.
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation.
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation.
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation.
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation.
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents.
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents.
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents.
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents.
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents.
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents.
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents.
Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
Develop and refine a model to describe that matter is made of particles too small to be seen.
Develop and refine a model to describe that matter is made of particles too small to be seen.
Develop and refine a model to describe that matter is made of particles too small to be seen.
Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun.
Construct an explanation based on evidence relating the speed of an object to the energy of that object.
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Standards citation: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.