Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
Sun-Earth-Moon System | MN | Minnesota’s K-8 Academic Standards in Science | 6E.1.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Ask questions that arise from observations of patterns in the movement of night sky objects to test the limitations of a solar system model. |
Earth's Geologic History | MN | Minnesota’s K-8 Academic Standards in Science | 6E.1.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Ask questions to examine an interpretation about the relative ages of different rock layers within a sequence of several rock layers. |
Earth’s Climate | MN | Minnesota’s K-8 Academic Standards in Science | 6E.1.1.1.3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. |
The Water Cycle and Earth's Systems | MN | Minnesota’s K-8 Academic Standards in Science | 6E.1.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Collect data and use digital data analysis tools to identify patterns to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. |
Earth’s Climate | MN | Minnesota’s K-8 Academic Standards in Science | 6E.1.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Collect data and use digital data analysis tools to identify patterns to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. |
Sun-Earth-Moon System | MN | Minnesota’s K-8 Academic Standards in Science | 6E.2.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Analyze and interpret data to determine similarities and differences among features and processes occurring on solar system objects. |
Earth's Geologic History | MN | Minnesota’s K-8 Academic Standards in Science | 6E.2.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Analyze and interpret data on the distribution of fossils, rocks, continental shapes, and seafloor structures to provide evidence of past plate motions. |
Earthquake-Resistant Skyscrapers | MN | Minnesota’s K-8 Academic Standards in Science | 6E.2.1.1.3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. |
Engineering Bridges | MN | Minnesota’s K-8 Academic Standards in Science | 6E.2.1.1.3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. |
Earth Materials | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop a model, based on observational evidence, to describe the cycling and movement of Earth’s rock material and the energy that drives these processes. |
Weathering and Erosion | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop a model, based on observational evidence, to describe the cycling and movement of Earth’s rock material and the energy that drives these processes. |
Engineering Rain Harvesting Systems | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.1.1.3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop a model, based on observational and experimental evidence, to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity. |
Ocean Salinity and Density | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.1.1.3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop a model, based on observational and experimental evidence, to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity. |
Earth Materials | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.1.1.3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop a model, based on observational and experimental evidence, to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity. |
Weathering and Erosion | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.1.1.3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop a model, based on observational and experimental evidence, to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity. |
The Water Cycle and Earth's Systems | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.1.1.3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop a model, based on observational and experimental evidence, to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity. |
Earth's Geologic History | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. |
Earth Materials | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.2.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct a scientific explanation based on evidence for how the uneven distribution of Earth’s mineral, energy, or groundwater resources is the result of past geological processes. |
Earth's Geologic History | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.2.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct a scientific explanation based on evidence for how the uneven distribution of Earth’s mineral, energy, or groundwater resources is the result of past geological processes. |
Weathering and Erosion | MN | Minnesota’s K-8 Academic Standards in Science | 6E.4.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct an argument, supported by evidence, for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
Earth's Geologic History | MN | Minnesota’s K-8 Academic Standards in Science | 6E.4.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct an argument, supported by evidence, for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
Sun-Earth-Moon System | MN | Minnesota’s K-8 Academic Standards in Science | 6E.4.2.2.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Communicate how a series of models, including those used by Minnesota American Indian Tribes and communities and other cultures, are used to explain how motion in the Earth-Sun-Moon system causes the cyclic patterns of lunar phases, eclipses and seasons. |
Cell Structure and Function | MN | Minnesota’s K-8 Academic Standards in Science | 7L.1.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Ask questions about the processes and outcomes of various methods of communication between cells of multicellular organisms. |
The Nervous System and Senses | MN | Minnesota’s K-8 Academic Standards in Science | 7L.1.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Ask questions about the processes and outcomes of various methods of communication between cells of multicellular organisms. |
Cell Structure and Function | MN | Minnesota’s K-8 Academic Standards in Science | 7L.1.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Ask questions that arise from careful observations of phenomena or models to clarify and/or seek additional information about how changes in genes can affect organisms. |
Inheritance and Variation of Traits | MN | Minnesota’s K-8 Academic Standards in Science | 7L.1.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. |
Reproduction and Fungi Structures | MN | Minnesota’s K-8 Academic Standards in Science | 7L.1.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. |
Observing and Comparing Cells | MN | Minnesota’s K-8 Academic Standards in Science | 7L.1.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. |
Life on Earth | MN | Minnesota’s K-8 Academic Standards in Science | 7L.1.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. |
Cell Structure and Function | MN | Minnesota’s K-8 Academic Standards in Science | 7L.1.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. |
Life on Earth | MN | Minnesota’s K-8 Academic Standards in Science | 7L.2.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth. |
Observing and Comparing Cells | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe the function of a cell as a whole and describe the way cell parts contribute to the cell’s function. |
The Nervous System and Senses | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe the function of a cell as a whole and describe the way cell parts contribute to the cell’s function. |
Cell Structure and Function | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe the function of a cell as a whole and describe the way cell parts contribute to the cell’s function. |
Photosynthesis | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. |
Forest Food Web | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. |
Life on Earth | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. |
Forest Food Web | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
Drought and Tree Growth | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 | Develop and use a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
Photosynthesis | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
Inheritance and Variation of Traits | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. |
Reproduction and Fungi Structures | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 | Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. |
Drought and Tree Growth | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 | Construct an explanation based on evidence for how environmental and genetic factors influence the growth of organisms and/or populations. |
Inheritance and Variation of Traits | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct an explanation based on evidence for how environmental and genetic factors influence the growth of organisms and/or populations. |
Reproduction and Fungi Structures | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 | Construct an explanation based on evidence for how environmental and genetic factors influence the growth of organisms and/or populations. |
Drought and Tree Growth | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.2.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 | Construct an explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. |
Photosynthesis | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.2.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct an explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. |
Life on Earth | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.2.1.3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. |
Forest Food Web | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.2.1.4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. |
Inheritance and Variation of Traits | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.2.1.4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. |
Organ System Structure and Function | MN | Minnesota’s K-8 Academic Standards in Science | 7L.4.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Support or refute an explanation by arguing from evidence for how the body is a system of interacting subsystems composed of groups of cells. |
Cell Structure and Function | MN | Minnesota’s K-8 Academic Standards in Science | 7L.4.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Support or refute an explanation by arguing from evidence for how the body is a system of interacting subsystems composed of groups of cells. |
Drought and Tree Growth | MN | Minnesota’s K-8 Academic Standards in Science | 7L.4.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 | Support or refute an explanation by arguing from evidence and scientific reasoning for how animal behavior and plant structures affect the probability of successful reproduction. |
Reproduction and Fungi Structures | MN | Minnesota’s K-8 Academic Standards in Science | 7L.4.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 | Support or refute an explanation by arguing from evidence and scientific reasoning for how animal behavior and plant structures affect the probability of successful reproduction. |
Forest Food Web | MN | Minnesota’s K-8 Academic Standards in Science | 7L.4.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Support or refute an explanation by arguing from evidence and scientific reasoning for how animal behavior and plant structures affect the probability of successful reproduction. |
Drought and Tree Growth | MN | Minnesota’s K-8 Academic Standards in Science | 7L.4.1.2.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 | Evaluate competing design solutions for maintaining biodiversity or ecosystem services. |
Forest Food Web | MN | Minnesota’s K-8 Academic Standards in Science | 7L.4.2.2.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Gather multiple sources of information and communicate how Minnesota American Indian Tribes and communities and other cultures use knowledge to predict or interpret patterns of interactions among organisms across multiple ecosystems. |
Atoms | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Ask questions about locations of common elements on the periodic table to note patterns in the properties of similarly grouped elements. |
Chemical Reactions | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Plan and conduct an investigation of changes in pure substances when thermal energy is added or removed and relate those changes to particle motion. |
Molecules | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Plan and conduct an investigation of changes in pure substances when thermal energy is added or removed and relate those changes to particle motion. |
Energy Transformation | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.2.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. |
Mass and Energy Transfer | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.2.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. |
Chemical Reactions | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.2.1.4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Plan and conduct an investigation to determine how the temperature of a substance is affected by the transfer of energy, the amount of mass, and the type of matter. |
Molecules | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.2.1.4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Plan and conduct an investigation to determine how the temperature of a substance is affected by the transfer of energy, the amount of mass, and the type of matter. |
Chemical Reactions | MN | Minnesota’s K-8 Academic Standards in Science | 8P.2.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |
Energy Transformation | MN | Minnesota’s K-8 Academic Standards in Science | 8P.2.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct and interpret graphical displays of data to describe the relationship of kinetic energy to the mass and speed of an object. |
Mass and Energy Transfer | MN | Minnesota’s K-8 Academic Standards in Science | 8P.2.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct and interpret graphical displays of data to describe the relationship of kinetic energy to the mass and speed of an object. |
Wave Properties and Signals | MN | Minnesota’s K-8 Academic Standards in Science | 8P.2.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. |
Engineering Thermal Control | MN | Minnesota’s K-8 Academic Standards in Science | 8P.2.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. |
Atoms | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop models to describe the atomic composition of simple molecules and crystals. |
Molecules | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop models to describe the atomic composition of simple molecules and crystals. |
Chemical Reactions | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. |
Atoms | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. |
Energy Transformation | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.1.1.3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and revise a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. |
Wave Properties and Signals | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.1.1.4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to qualitatively describe that waves are reflected, absorbed, or transmitted through various materials. |
Engineering Thermal Control | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.1.1.4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to qualitatively describe that waves are reflected, absorbed, or transmitted through various materials. |
Molecules | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct an explanation based on evidence and scientific principles of a common phenomenon that can be explained by the motions of molecules. |
Chemical Reactions | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.2.2.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct, test and modify a device that either releases or absorbs thermal energy by chemical processes. |
Mass and Energy Transfer | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.2.2.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Design a solution to a problem involving the motion of two colliding objects using Newton’s 3rd Law. |
Chemical Reactions | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.2.2.3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
Engineering Thermal Control | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.2.2.3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
Mass and Energy Transfer | MN | Minnesota’s K-8 Academic Standards in Science | 8P.4.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
Sun-Earth-Moon System | MN | Minnesota’s K-8 Academic Standards in Science | 8P.4.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
Engineering Thermal Control | MN | Minnesota’s K-8 Academic Standards in Science | 8P.4.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
Mass and Energy Transfer | MN | Minnesota’s K-8 Academic Standards in Science | 8P.4.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Compare and evaluate evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
Energy Transformation | MN | Minnesota’s K-8 Academic Standards in Science | 8P.4.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Compare and evaluate evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
Sun-Earth-Moon System | MN | Minnesota’s K-8 Academic Standards in Science | 8P.4.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Compare and evaluate evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
Earthquake-Resistant Skyscrapers | MN | Minnesota’s K-8 Academic Standards in Science | 8P.4.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Gather and evaluate information from multiple sources to describe that synthetic materials come from natural resources and impact society. |
Wave Properties and Signals | MN | Minnesota’s K-8 Academic Standards in Science | 8P.4.2.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. |
Ask questions that arise from observations of patterns in the movement of night sky objects to test the limitations of a solar system model.
Ask questions to examine an interpretation about the relative ages of different rock layers within a sequence of several rock layers.
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Collect data and use digital data analysis tools to identify patterns to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
Collect data and use digital data analysis tools to identify patterns to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
Analyze and interpret data to determine similarities and differences among features and processes occurring on solar system objects.
Analyze and interpret data on the distribution of fossils, rocks, continental shapes, and seafloor structures to provide evidence of past plate motions.
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Develop a model, based on observational evidence, to describe the cycling and movement of Earth’s rock material and the energy that drives these processes.
Develop a model, based on observational evidence, to describe the cycling and movement of Earth’s rock material and the energy that drives these processes.
Develop a model, based on observational and experimental evidence, to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity.
Develop a model, based on observational and experimental evidence, to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity.
Develop a model, based on observational and experimental evidence, to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity.
Develop a model, based on observational and experimental evidence, to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity.
Develop a model, based on observational and experimental evidence, to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity.
Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
Construct a scientific explanation based on evidence for how the uneven distribution of Earth’s mineral, energy, or groundwater resources is the result of past geological processes.
Construct a scientific explanation based on evidence for how the uneven distribution of Earth’s mineral, energy, or groundwater resources is the result of past geological processes.
Construct an argument, supported by evidence, for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
Construct an argument, supported by evidence, for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
Communicate how a series of models, including those used by Minnesota American Indian Tribes and communities and other cultures, are used to explain how motion in the Earth-Sun-Moon system causes the cyclic patterns of lunar phases, eclipses and seasons.
Ask questions about the processes and outcomes of various methods of communication between cells of multicellular organisms.
Ask questions about the processes and outcomes of various methods of communication between cells of multicellular organisms.
Ask questions that arise from careful observations of phenomena or models to clarify and/or seek additional information about how changes in genes can affect organisms.
Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.
Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.
Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.
Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.
Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth.
Develop and use a model to describe the function of a cell as a whole and describe the way cell parts contribute to the cell’s function.
Develop and use a model to describe the function of a cell as a whole and describe the way cell parts contribute to the cell’s function.
Develop and use a model to describe the function of a cell as a whole and describe the way cell parts contribute to the cell’s function.
Develop and use a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Develop and use a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Develop and use a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Develop and use a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Develop and use a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Construct an explanation based on evidence for how environmental and genetic factors influence the growth of organisms and/or populations.
Construct an explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
Support or refute an explanation by arguing from evidence for how the body is a system of interacting subsystems composed of groups of cells.
Support or refute an explanation by arguing from evidence for how the body is a system of interacting subsystems composed of groups of cells.
Support or refute an explanation by arguing from evidence and scientific reasoning for how animal behavior and plant structures affect the probability of successful reproduction.
Gather multiple sources of information and communicate how Minnesota American Indian Tribes and communities and other cultures use knowledge to predict or interpret patterns of interactions among organisms across multiple ecosystems.
Ask questions about locations of common elements on the periodic table to note patterns in the properties of similarly grouped elements.
Plan and conduct an investigation of changes in pure substances when thermal energy is added or removed and relate those changes to particle motion.
Plan and conduct an investigation of changes in pure substances when thermal energy is added or removed and relate those changes to particle motion.
Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Plan and conduct an investigation to determine how the temperature of a substance is affected by the transfer of energy, the amount of mass, and the type of matter.
Plan and conduct an investigation to determine how the temperature of a substance is affected by the transfer of energy, the amount of mass, and the type of matter.
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Construct and interpret graphical displays of data to describe the relationship of kinetic energy to the mass and speed of an object.
Construct and interpret graphical displays of data to describe the relationship of kinetic energy to the mass and speed of an object.
Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
Develop models to describe the atomic composition of simple molecules and crystals.
Develop models to describe the atomic composition of simple molecules and crystals.
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
Develop and revise a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Develop and use a model to qualitatively describe that waves are reflected, absorbed, or transmitted through various materials.
Develop and use a model to qualitatively describe that waves are reflected, absorbed, or transmitted through various materials.
Construct an explanation based on evidence and scientific principles of a common phenomenon that can be explained by the motions of molecules.
Construct, test and modify a device that either releases or absorbs thermal energy by chemical processes.
Design a solution to a problem involving the motion of two colliding objects using Newton’s 3rd Law.
Design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
Design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
Compare and evaluate evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
Compare and evaluate evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
Compare and evaluate evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
Gather and evaluate information from multiple sources to describe that synthetic materials come from natural resources and impact society.
Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
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.