Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
The Rock Cycle | MN | Minnesota’s K-8 Academic Standards in Science | 6E.1.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Ask questions to examine an interpretation about the relative ages of different rock layers within a sequence of several rock layers. |
Climate Analysis | MN | Minnesota’s K-8 Academic Standards in Science | 6E.1.1.1.3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. |
Fossils and Tectonic Plate Motion | MN | Minnesota’s K-8 Academic Standards in Science | 6E.2.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Analyze and interpret data on the distribution of fossils, rocks, continental shapes, and seafloor structures to provide evidence of past plate motions. |
Engineering Water Filtration Devices | MN | Minnesota’s K-8 Academic Standards in Science | 6E.2.1.1.3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. |
Groundwater Flow | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
The Rock Cycle | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | 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. |
Natural Resources | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | 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. |
Fossils and Tectonic Plate Motion | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | 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. |
Groundwater Flow | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.1.1.3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Groundwater Contamination | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.1.1.3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Climate Analysis | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.1.1.3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | 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. |
Glacier Motion | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.1.1.3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | 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. |
Engineering Water Filtration Devices | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.1.1.3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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 Rock Cycle | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.2.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | 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. |
Fossils and Tectonic Plate Motion | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.2.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | 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. |
Mass and Heat Transfer | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.2.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | 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. |
Groundwater Flow | MN | Minnesota’s K-8 Academic Standards in Science | 6E.3.2.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Groundwater Contamination | MN | Minnesota’s K-8 Academic Standards in Science | 6E.4.1.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct an argument, supported by evidence, for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
Fossils and Tectonic Plate Motion | MN | Minnesota’s K-8 Academic Standards in Science | 6E.4.1.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Construct an argument, supported by evidence, for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
Mitosis in Animal and Plant Cells | MN | Minnesota’s K-8 Academic Standards in Science | 7L.1.1.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Ask questions about the processes and outcomes of various methods of communication between cells of multicellular organisms. |
Reproduction | MN | Minnesota’s K-8 Academic Standards in Science | 7L.1.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Chromosomes and Mutations | MN | Minnesota’s K-8 Academic Standards in Science | 7L.1.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Mitosis in Animal and Plant Cells | MN | Minnesota’s K-8 Academic Standards in Science | 7L.1.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
The Cell Membrane | MN | Minnesota’s K-8 Academic Standards in Science | 7L.1.2.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. |
Living Things: Prokaryotes and Eukaryotes | MN | Minnesota’s K-8 Academic Standards in Science | 7L.1.2.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. |
Chromosomes and Mutations | MN | Minnesota’s K-8 Academic Standards in Science | 7L.1.2.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. |
Animal and Plant Cell Structure and Function | MN | Minnesota’s K-8 Academic Standards in Science | 7L.1.2.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. |
Mitosis in Animal and Plant Cells | MN | Minnesota’s K-8 Academic Standards in Science | 7L.1.2.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. |
Fossils and Tectonic Plate Motion | MN | Minnesota’s K-8 Academic Standards in Science | 7L.2.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | 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. |
Food and Energy | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Chromosomes and Mutations | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Living Things: Prokaryotes and Eukaryotes | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Animal and Plant Cell Structure and Function | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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 Cell Membrane | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Food and Energy | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Rocky Shore Ecosystems | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Develop and use a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
Intertidal Zone Temperature Change | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Develop and use a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
Reproduction | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.1.1.4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Animal and Plant Cell Structure and Function | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.2.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Rocky Shore Ecosystems | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.2.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Food and Energy | MN | Minnesota’s K-8 Academic Standards in Science | 7L.3.2.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Sea Star Structures | MN | Minnesota’s K-8 Academic Standards in Science | 7L.4.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Intertidal Zone Temperature Change | MN | Minnesota’s K-8 Academic Standards in Science | 7L.4.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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 | MN | Minnesota’s K-8 Academic Standards in Science | 7L.4.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Food and Energy | MN | Minnesota’s K-8 Academic Standards in Science | 7L.4.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Rocky Shore Ecosystems | MN | Minnesota’s K-8 Academic Standards in Science | 7L.4.1.2.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct an argument supported by empirical evidence that changes in physical or biological components of an ecosystem affect populations. |
Intertidal Zone Temperature Change | MN | Minnesota’s K-8 Academic Standards in Science | 7L.4.1.2.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct an argument supported by empirical evidence that changes in physical or biological components of an ecosystem affect populations. |
Engineering Water Filtration Devices | MN | Minnesota’s K-8 Academic Standards in Science | 7L.4.1.2.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Evaluate competing design solutions for maintaining biodiversity or ecosystem services. |
Chemical Reactions | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.1.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Ask questions about locations of common elements on the periodic table to note patterns in the properties of similarly grouped elements. |
Engineering Speakers | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. |
Communication Systems | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. |
Thermal Energy and Particle Motion | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.2.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Plan and conduct an investigation of changes in pure substances when thermal energy is added or removed and relate those changes to particle motion. |
Engineering Chemical Cold Pack Reactions | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.2.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Plan and conduct an investigation of changes in pure substances when thermal energy is added or removed and relate those changes to particle motion. |
Forces and Motion | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.2.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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, Speed, and Kinetic Energy | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.2.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Engineering Vehicles | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.2.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Communication Systems | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.2.1.3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. |
Engineering Speakers | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.2.1.3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. |
Thermal Energy and Particle Motion | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.2.1.4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Engineering Chemical Cold Pack Reactions | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.2.1.4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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.1.2.1.4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Mass and Heat Transfer | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.2.1.4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | 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. |
Intertidal Zone Temperature Change | MN | Minnesota’s K-8 Academic Standards in Science | 8P.1.2.1.4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Mass and Heat Transfer | MN | Minnesota’s K-8 Academic Standards in Science | 8P.2.1.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |
Chemical Reactions | MN | Minnesota’s K-8 Academic Standards in Science | 8P.2.1.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |
Engineering Chemical Cold Pack Reactions | MN | Minnesota’s K-8 Academic Standards in Science | 8P.2.1.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |
Forces and Motion | MN | Minnesota’s K-8 Academic Standards in Science | 8P.2.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct and interpret graphical displays of data to describe the relationship of kinetic energy to the mass and speed of an object. |
Mass, Speed, and Kinetic Energy | MN | Minnesota’s K-8 Academic Standards in Science | 8P.2.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct and interpret graphical displays of data to describe the relationship of kinetic energy to the mass and speed of an object. |
Engineering Vehicles | MN | Minnesota’s K-8 Academic Standards in Science | 8P.2.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct and interpret graphical displays of data to describe the relationship of kinetic energy to the mass and speed of an object. |
Chemical Reactions | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.1.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Develop models to describe the atomic composition of simple molecules and crystals. |
Mass and Heat Transfer | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.1.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Develop models to describe the atomic composition of simple molecules and crystals. |
Engineering Chemical Cold Pack Reactions | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Mass and Heat Transfer | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | 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. |
Chemical Reactions | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Engineering Speakers | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.1.1.3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Thermal Energy and Particle Motion | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.2.2.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct, test and modify a device that either releases or absorbs thermal energy by chemical processes. |
Engineering Chemical Cold Pack Reactions | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.2.2.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct, test and modify a device that either releases or absorbs thermal energy by chemical processes. |
Mass and Heat Transfer | MN | Minnesota’s K-8 Academic Standards in Science | 8P.3.2.2.3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
Glacier Motion | MN | Minnesota’s K-8 Academic Standards in Science | 8P.4.1.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
Fossils and Tectonic Plate Motion | MN | Minnesota’s K-8 Academic Standards in Science | 8P.4.1.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
Mass, Speed, and Kinetic Energy | MN | Minnesota’s K-8 Academic Standards in Science | 8P.4.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Engineering Vehicles | MN | Minnesota’s K-8 Academic Standards in Science | 8P.4.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Thermal Energy and Particle Motion | MN | Minnesota’s K-8 Academic Standards in Science | 8P.4.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Mass and Heat Transfer | MN | Minnesota’s K-8 Academic Standards in Science | 8P.4.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | 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. |
Intertidal Zone Temperature Change | MN | Minnesota’s K-8 Academic Standards in Science | 8P.4.1.1.2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Natural Resources | MN | Minnesota’s K-8 Academic Standards in Science | 8P.4.2.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Gather and evaluate information from multiple sources to describe that synthetic materials come from natural resources and impact society. |
Engineering Chemical Cold Pack Reactions | MN | Minnesota’s K-8 Academic Standards in Science | 8P.4.2.1.1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Gather and evaluate information from multiple sources to describe that synthetic materials come from natural resources and impact society. |
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 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 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.
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.
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.
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.
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 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 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 the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
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.
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.
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.
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.
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.
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.
Construct an argument supported by empirical evidence that changes in physical or biological components of an ecosystem affect populations.
Construct an argument supported by empirical evidence that changes in physical or biological components of an ecosystem affect populations.
Evaluate competing design solutions for maintaining biodiversity or ecosystem services.
Ask questions about locations of common elements on the periodic table to note patterns in the properties of similarly grouped elements.
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
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 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.
Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
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.
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.
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.
Construct and interpret graphical displays of data to describe the relationship of kinetic energy to the mass and speed of an object.
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.
Construct, test and modify a device that either releases or absorbs thermal energy by chemical processes.
Construct, test and modify a device that either releases or absorbs thermal energy by chemical processes.
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.
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.
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.