Minnesota Academic Standards in Science – Final with Examples and Emphasis Statements

2019 Version
This official standards document contains
the science standards revised in 2019
and put into rule effective September 27th 2021,
with examples and emphasis statements

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 1 May 2022
 scientific issues that affect society (NRC, 1996). Graduates should be
Minnesota Academic Standards in Science—
prepared for career and college opportunities.
Final with Examples and Emphasis The Standards describe a connected body of science and
Statements engineering knowledge acquired through active participation in
science experiences, including hands-on laboratory activities rooted
Approved through the Minnesota Rulemaking Process September in science and engineering practices.
27, 2021 Minnesota Rules, part 3501.0960.
The Standards are based on consensus research in science
May 2022 education found in A Framework for K–12 Science Education
(Framework) (NRC, 2012), which emphasizes the inclusion of three
This document represents the results of the Minnesota standards
dimensions in science standards, curriculum and instruction, and
review and revision process of Minnesota Statutes 120B.021. During
assessment. The three dimensions of science include: Scientific and
the 2018–19 school year, the Science Standards Review Committee
Engineering Practices, Crosscutting Concepts, and Disciplinary Core
drafted the standards and benchmarks with public input, and the
Ideas. (See table below.)
Commissioner of Education approved the standards. The standards
become official through the Minnesota Rulemaking process on
Three Dimensions Summary
September 27, 2021. The timeframe for districts and schools to fully
implement these standards and benchmarks was set through From A Framework for K–12 Science Education
rulemaking to be the 2024–25 school year. The Minnesota
Comprehensive Assessment (MCA-IV) will begin to assess these
Dimension 1: Science and Engineering Practices
standards and benchmarks in 2024–2025. Alternative formats of
This dimension focuses on the important, everyday practices used
this document are available at the Minnesota Department of
by scientists and engineers, which all students should learn to use
Education Science webpage.
with increasing sophistication over their years in school.

Introduction 1. Asking questions (for science) and defining problems (for

engineering)
The 2019 Minnesota Academic Standards in Science (Standards) set 2. Developing and using models
the expectations for achievement in science for grades K–12 3. Planning and carrying out investigations
students in Minnesota. The standards are grounded in the belief 4. Analyzing and interpreting data
that all students can and should be scientifically literate. Scientific 5. Using mathematics and computational thinking
literacy enables people to use scientific principles and processes to 6. Constructing explanations (for science) and designing
make personal decisions and to participate in discussions of solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 2 May 2022
Dimension 2: Crosscutting Concepts Earth and Space Sciences

This dimension lists key concepts, or themes, which connect ESS 1: Earth’s place in the universe
knowledge from the various disciplines of science and engineering ESS 2: Earth’s systems
into a coherent scientific view of the world. ESS 3: Earth and human activity

1. Patterns Engineering, Technology, and the Applications of Science

2. Cause and effect: mechanism and explanation
3. Scale, proportion, and quantity ETS 1: Engineering design
4. Systems and system models ETS 2: Links among Engineering, Technology, Science and
5. Energy and matter: flows, cycles, and conservation Society
6. Structure and function
7. Stability and change
Organization of the Standards and
Dimension 3: Disciplinary Core ideas
Benchmarks
This dimension includes the core ideas from the physical sciences,
life sciences, and earth and space sciences. Engineering, technology, Standards
and applications of science are included to provide an
understanding of the built world. An academic standard is a “summary description of student learning
in a required content area.” (Minn. Stat. 120B.018 [2021]) This
Physical Sciences (Physics and Chemistry) document utilizes an “anchor standard” approach. Twelve anchor
standards establish the overall goals for learning from kindergarten
PS 1: Matter and its interactions through grade 12. These anchor standards are based on the Science
PS 2: Motion and stability: Forces and interactions PS 3: and Engineering Practices of the Framework.
Energy
PS 4: Waves and their applications in technologies for For ease of organization, the standards are grouped into four
information transfer strands and eight substrands. Each substrand is one of the Science
and Engineering Practices of the Framework. Each substrand
Life Sciences (Practice) has one or two standards. Where there are two
LS 1: From molecules to organisms: Structures and standards, the first standard represents the science aspect of the
processes LS 2: Ecosystems: Interactions, energy, and practice and the second standard typically represents an
dynamics engineering aspect of the practice. Throughout the document, a
LS 3: Heredity: Inheritance and variation of traits LS 4: single asterisk (*) indicates an engineering-related item.
Biological Evolution: Unity and diversity

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 3 May 2022
Strand 1: Exploring phenomena or engineering problems Strand 3: Developing possible explanations of phenomena or
Substrand 1: Asking questions and defining problems designing solutions to engineering problems

Standard 1: Students will be able to ask questions about Substrand 1: Developing and using models
aspects of the phenomena they observe, the conclusions Standard 1: Students will be able to develop, revise, and use
they draw from their models or scientific investigations, models to represent the students’ understanding of
each other’s ideas, and the information they read. phenomena or systems as they develop questions,
Standard 2: Students will be able to ask questions about a predictions and/or explanations, and communicate ideas to
problem to be solved so they can define constraints and others.
specifications for possible solutions. Substrand 2: Constructing explanations and designing solutions
Substrand 2: Planning and carrying out investigations Standard 1: Students will be able to apply scientific
Standard 1: Students will be able to design and conduct principles and empirical evidence (primary or secondary) to
investigations in the classroom, laboratory, and/or field to explain the causes of phenomena or identify weaknesses in
test students’ ideas and questions, and will organize and explanations developed by the students or others.
collect data to provide evidence to support claims the Standard 2: Students will be able to use their understanding
students make about phenomena. of scientific principles and the engineering design process to
design solutions that meet established criteria and
Strand 2: Looking at data and empirical evidence to
constraints.
understand phenomena or solve problems
Strand 4: Communicating reasons, arguments and ideas to
Substrand 1: Analyzing and interpreting data
others
Standard 1: Students will be able to represent observations
and data in order to recognize patterns in the data, the Substrand 1: Engaging in argument from evidence
meaning of those patterns, and possible relationships Standard 1: Students will be able to engage in argument
between variables. from evidence for the explanations the students construct,
Substrand 2: Using mathematics and computational thinking defend and revise their interpretations when presented
with new evidence, critically evaluate the scientific
Standard 1: Students will be able to use mathematics to arguments of others, and present counterarguments.
represent physical variables and their relationships,
compare mathematical expressions to the real world, and Standard 2: Students will be able to argue from evidence to
engage in computational thinking as they use or develop justify the best solution to a problem or to compare and
algorithms to describe the natural or designed worlds. evaluate competing designs, ideas, or methods.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 4 May 2022
 Substrand 2: Obtaining, evaluating, and communicating Instruction will include a mixture of several practices and
information crosscutting concepts. It is recommended that a unit of
instruction include multiple benchmarks that are bundled
Standard 1: Students will be able to read and
together.
interpret multiple sources to obtain information,
evaluate the merit and validity of claims and design Most benchmarks include statements of emphasis and
solutions, and communicate information, ideas, and examples. These help clarify the benchmark and may
evidence in a variety of formats. suggest learning activities or instructional topics. They are
not intended to be directives for curriculum and
Standard 2: Students will be able to gather
assessment, or a comprehensive fulfillment of the
information about and communicate the methods
benchmark.
that are used by various cultures, especially those of
Minnesota American Indian Tribes and The benchmarks inform the graduation requirements for
communities, to develop explanations of students, which read: “three credits of science, including at
phenomena and design solutions to problems. least one credit of biology, one credit of chemistry or
physics, and one elective credit of science. The combination
of credits under this clause must be sufficient to satisfy (i)
Benchmarks all of the academic standards in either chemistry or physics
and (ii) all other academic standards in science.” (Minn.
A benchmark is a “specific knowledge or skill that a student
Stat. § 120B.024) Hence, all students must satisfy the 9–12
must master to complete part of an academic standard by
benchmarks in Earth and Space Science and Life Science,
the end of the grade level or grand band.” (Minn. Stat. §
plus either the Chemistry or the Physics benchmarks in
120B.018) The benchmarks are placed at the grade level
addition to benchmarks at prior grades.
where mastery is expected, and with recognition that the
progression of learning experiences in earlier grades builds For further information and related documents, refer to
the foundation for mastery later on. the Minnesota Department of Education Science page.
The benchmark statements incorporate aspects of the three
dimensions of the Framework as described above. The
References
benchmarks indicate how students could demonstrate National Research Council (1996). National Science Education
mastery of the knowledge and skills underlying that Standards. Washington D.C. National Academy Press.
benchmark. However, it is intended that the combination of
National Research Council (2012). A Framework for K–12 Science
Practices, Crosscutting Concepts and Core Ideas indicated in
Education Standards: Practices, Crosscutting Concepts, and Core
the benchmark should not dictate instruction.
Ideas. Washington D.C. National Academy Press.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 5 May 2022
How to Read the Standards and Benchmarks
The benchmarks are designated by a five-digit (5) code. Strands, substrands and standards use relevant portions of that code. In the sample
table below, for benchmark 5L.1.2.1.3 (the first code in the Benchmark column, indicated in bold font):
• The first symbol is the grade and content area: 5L is grade 5, Life Science.
o Grades: 0 = Kindergarten, 9 = 9-12 benchmarks.
o Content areas: E = Earth and Space Science, L = Life Science, P = Physical Science, 9C = Chemistry, 9P = Physics
• The second digit is the strand: 1 is Exploring phenomena or engineering problems
• The third digit is the substrand: 2 is Planning and carrying out investigations
• The fourth digit is the standard: 1 is Students will be able to design and. . . .
• The fifth digit is the benchmark: 3 is Plan and conduct an investigation to obtain. . . .
The benchmark statement is in plain text.
* indicates an engineering-related benchmark or standard
** indicates a computer science–related benchmark
The benchmark is followed by a reference to the corresponding ideas in the Framework: P = Practice, CC = Crosscutting Concept, CI = Core Idea.
Refer to the list of the dimensions on Pages 1 and 2.

In the sample table (P: 3, CC: 5, CI: LS1) (the second code in the Benchmark column, highlighted in yellow):
• P: 3 is Practice 3: Planning and carrying out investigations
• CC: 5 is Crosscutting Concept 5: Energy and matter
• CI: LS1 is Core Idea Life Science 1: From molecules to organisms
Emphasis statements and examples are written in italics.
Grade Strand Substrand Standard Content Area Benchmark
5 1 Exploring 1.2 Planning 1.2.1 Students will be able to design Life Science 5L.1.2.1.3 Plan and conduct an investigation to
phenomena and carrying and conduct investigations in the obtain evidence that plants get the materials they
or out classroom, laboratory, and/or field to need for growth chiefly from air and water. (P: 3, CC:
engineering investigations test students’ ideas and questions, and 5, CI: LS1) Examples of plants may include aquatic
problems will organize and collect data to plants that grow without soil. Examples of
provide evidence to support claims the observational evidence may include growth patterns
students make about phenomena. for plants grown in different environments.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 6 May 2022
 Minnesota Academic Standards in Science—Final with Examples and Emphasis Statements

Grade Strand Substrand Standard Content Area Benchmark

K 1 Exploring 1.1 Asking 1.1.1 Students will be able to Earth and 0E.1.1.1.1 Ask questions to obtain information from weather
phenomena questions ask questions about aspects of Space forecasts to prepare for and respond to severe weather.* (P:
or and defining the phenomena they observe, Science 1, CC: 7, CI: ESS3, ETS2) Emphasis is on local forms of severe
engineering problems the conclusions they draw weather that may arise quickly and should include examples
problems from their models or scientific of engineered solutions to severe weather (such as clothing
investigations, each other’s to wear or places to safely shelter).
ideas, and the information
they read.

K 1 Exploring 1.1 Asking 1.1.1 Students will be able to Earth and 0E.1.1.1.2 Ask questions about how a person may reduce the
phenomena questions ask questions about aspects of Space amount of natural resources the individual uses.* (P: 1, CC: 2,
or and defining the phenomena they observe, Science CI: ESS3) Examples of questions may include reusing paper to
engineering problems the conclusions they draw reduce the number of trees cut down and recycling cans and
problems from their models or scientific bottles to reduce the amount of plastic, glass, or metal used.
investigations, each other’s
ideas, and the information
they read.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 7 May 2022
Grade Strand Substrand Standard Content Area Benchmark

K 1 Exploring 1.2 Planning 1.2.1 Students will be able to Physical 0P.1.2.1.1 Collect and organize observational data to
phenomena and carrying design and conduct Science determine the effect of sunlight on Earth’s surface. (P: 3, CC:
or out investigations in the 2, CI: PS3, ETS2) Examples of Earth’s surface may include
engineering investigatio classroom, laboratory, and/or sand, soil, rocks, and water. Data may be organized in
problems ns field to test students’ ideas pictographs or bar graphs. Examples of observations may
and questions, and will include heating, growth of plants, melting of snow, and
organize and collect data to shadows.
provide evidence to support
claims the students make
about phenomena.

K 1 Exploring 1.2 Planning 1.2.1 Students will be able to Life Science 0L.1.2.1.2 Make observations of plants and animals to
phenomena and carrying design and conduct compare the diversity of life in different habitats. (P: 3, CC: 1,
or out investigations in the CI: LS4) Emphasis is on the diversity of living things in a
engineering investigatio classroom, laboratory, and/or variety of different habitats and patterns across those
problems ns field to test students’ ideas habitats.
and questions, and will
organize and collect data to
provide evidence to support
claims the students make
about phenomena.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 8 May 2022
Grade Strand Substrand Standard Content Area Benchmark

K 2 Looking at 2.1 2.1.1 Students will be able to Physical 0P.2.1.1.1 Sort objects in terms of natural/human-made,
data and Analyzing represent observations and Science color, size, shape, and texture, then communicate the
empirical and data in order to recognize reasoning for the sorting system. (P: 4, CC: 2, CI: PS1)
evidence to interpreting patterns in the data, the Emphasis is on using observations to describe patterns
understand data meaning of those patterns, and/or relationships in the natural and designed world in
phenomena and possible relationships order to order to answer scientific questions and solve
or solve between variables. problems.
problems

K 2 Looking at 2.1 2.1.1 Students will be able to Earth and 0E.2.1.1.2 Make daily and seasonal observations of local
data and Analyzing represent observations and Space weather conditions to describe patterns over time.** (P: 4,
empirical and data in order to recognize Science CC: 1, CI: ESS2) Examples of qualitative observations may
evidence to interpreting patterns in the data, the include descriptions of the weather (such as sunny, cloudy,
understand data meaning of those patterns, rainy, and warm). Examples of quantitative observations may
phenomena and possible relationships include numbers of sunny, windy, and rainy days in a month.
or solve between variables. Examples of patterns may include that it is usually cooler in
problems the morning than in the afternoon and that different months
have different numbers of sunny days versus cloudy days.

K 2 Looking at 2.1 2.1.1 Students will be able to Life Science 0L.2.1.1.3 Record and use observations to describe patterns
data and Analyzing represent observations and of what plants and animals (including humans) need to
empirical and data in order to recognize survive.** (P: 4, CC: 1, CI: LS1) Examples of patterns may
evidence to interpreting patterns in the data, the include that animals need to take in food, but plants do not;
understand data meaning of those patterns, different animals need different kinds of food; plants require
phenomena and possible relationships light; and that all living things need water.
or solve between variables.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 9 May 2022
Grade Strand Substrand Standard Content Area Benchmark

K 2 Looking at 2.2 Using 2.2.1 Students will be able to Physical 0P.2.2.1.1 Identify and describe patterns that emerge from
data and mathematic use mathematics to represent Science the effects of different strengths or different directions of
empirical s and physical variables and their pushes and pulls on the motion of an object.** (P: 5, CC: 2, CI:
evidence to computatio relationships; compare PS2) Emphasis is on different relative strengths or different
understand nal thinking mathematical expressions to directions, but not both at the same time. Examples of
phenomena the real world; and engage in pushes or pulls may include a string attached to an object
or solve computational thinking as they being pulled, a person pushing an object, a person stopping a
problems use or develop algorithms to rolling ball, and two objects colliding and pushing on each
describe the natural or other.
designed worlds.

K 3 Developing 3.1 3.1.1 Students will be able to Life Science 0L.3.1.1.1 Develop a simple model to represent the
possible Developing develop, revise, and use relationship between the needs of different plants and
explanations and using models to represent the animals (including humans) and the places they live. (P: 2, CC:
of models students’ understanding of 4, CI: LS2) Examples of relationships may include that deer
phenomena phenomena or systems as they eat buds and leaves, and therefore they usually live in
or designing develop questions, predictions forested areas; and grasses need sunlight, so they often grow
solutions to and/or explanations, and in meadows. Examples of models may include food chains,
engineering communicate ideas to others. collages, and/or sorting activities.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 10 May 2022
Grade Strand Substrand Standard Content Area Benchmark

K 3 Developing 3.2 3.2.2 Students will be able to Physical 0P.3.2.2.1 Design and build a structure to reduce the
possible Constructin use their understanding of Science warming effect of sunlight on Earth’s surface.* (P: 6, CC: 2, CI:
explanations g scientific principles and the PS3, ETS1) Emphasis of the practice is on choosing
of explanation engineering design process to appropriate materials and tools to solve a problem. Emphasis
phenomena s and design solutions that meet of the core idea is on understanding the heating effects of
or designing designing established criteria and sunlight. Examples of structures may include umbrellas,
solutions to solutions constraints.* canopies, and tents.
engineering
problems

K 4 4.1 Engaging 4.1.1 Students will be able to Physical 0P.4.1.1.1 Construct an argument supported by evidence for
Communicati in argument engage in argument from Science whether a design solution works as intended to change the
ng reasons, from evidence for the explanations speed or direction of an object with a push or a pull.* (P: 7,
arguments evidence the students construct, defend CC: 2, CI: PS2, ETS1) Examples of problems requiring a
and ideas to and revise their solution may include having a marble or other object move a
others interpretations when certain distance, follow a particular path, and knock down
presented with new evidence, other objects. Examples of solutions may include tools such
critically evaluate the scientific as a ramp to increase the speed of the object and a structure
arguments of others, and that would cause an object such as a marble or ball to turn.
present counterarguments.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 11 May 2022
Grade Strand Substrand Standard Content Area Benchmark

K 4 4.2 4.2.1 Students will be able to Physical 0P.4.2.1.1 Communicate design ideas for a structure that
Communicati Obtaining, read and interpret multiple Science reduces the warming effect of sunlight on Earth’s surface.*
ng reasons, evaluating sources to obtain information, (P: 8, CC: 2, CI: PS3, ETS1) Examples of written designs include
arguments and evaluate the merit and validity models, drawings, writing, or numbers.
and ideas to communicat of claims and design solutions,
others ing and communicate
information information, ideas, and
evidence in a variety of
formats.

1 1 Exploring 1.1 Asking 1.1.1 Students will be able to Life Science 1L.1.1.1.1 Ask questions based on observations about the
phenomena questions ask questions about aspects of similarities and differences between young plants and
or and defining the phenomena they observe, animals and their parents. (P: 1, CC: 2, CI: LS3) Examples of
engineering problems the conclusions they draw observations may include leaves from the same kind of plant
problems from their models or scientific are the same shape but can differ in size; and a particular
investigations, each other’s breed of dog looks like its parents but is not exactly the same.
ideas, and the information
they read.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 12 May 2022
Grade Strand Substrand Standard Content Area Benchmark

1 1 Exploring 1.2 Planning 1.2.1 Students will be able to Physical 1P.1.2.1.1 Plan and conduct investigations to provide
phenomena and carrying design and conduct Science evidence that vibrating materials can make sound and that
or out investigations in the sound can make materials vibrate. (P: 3, CC: 2, CI: PS4)
engineering investigatio classroom, laboratory, and/or Examples of vibrating materials that make sound may include
problems ns field to test students’ ideas tuning forks and plucking a stretched string. Examples of how
and questions, and will sound can make matter vibrate may include holding a piece
organize and collect data to of paper near a speaker making sound and holding an object
provide evidence to support near a vibrating tuning fork.
claims the students make
about phenomena.

1 2 Looking at 2.1 2.1.1 Students will be able to Physical 1P.2.1.1.1 Identify and describe patterns obtained from
data and Analyzing represent observations and Science testing different materials and determine which materials
empirical and data in order to recognize have the properties that are best suited for producing and/or
evidence to interpreting patterns in the data, the transmitting sound.* (P: 4, CC: 1, CI: PS1, ETS1) Examples of
understand data meaning of those patterns, materials may be wood, paper, string, plastics, cloth, etc.
phenomena and possible relationships
or solve between variables.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 13 May 2022
Grade Strand Substrand Standard Content Area Benchmark

1 2 Looking at 2.2 Using 2.2.1 Students will be able to Earth and 1E.2.2.1.1 Use quantitative data to identify and describe
data and mathematic use mathematics to represent Space patterns in the amount of time it takes for Earth processes to
empirical s and physical variables and their Science occur and determine whether they occur quickly or slowly. (P:
evidence to computatio relationships; compare 5, CC: 7, CI: ESS1) Emphasis of the core idea is that some
understand nal thinking mathematical expressions to Earth processes happen quickly (like tornadoes and
phenomena the real world; and engage in thunderstorms) and some slowly (like the erosion of soil).
or solve computational thinking as they Examples of data may include firsthand observations data
problems use or develop algorithms to from books, videos, pictures, or historical photos.
describe the natural or
designed worlds.

1 3 Developing 3.1 3.1.1 Students will be able to Life Science 1L.3.1.1.1 Develop a simple model based on evidence to
possible Developing develop, revise, and use represent how plants or animals use their external parts to
explanations and using models to represent the help them survive, grow, and meet their needs. (P: 2, CC: 6,
of models students' understanding of CI: LS1) Examples of external parts may include acorn shells,
phenomena phenomena or systems as they plant roots, thorns on branches, turtle shells, animal scales,
or designing develop questions, predictions animal tails, and animal quills.
solutions to and/or explanations, and
engineering communicate ideas to others.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 14 May 2022
Grade Strand Substrand Standard Content Area Benchmark

1 3 Developing 3.2 3.2.2 Students will be able to Physical 1P.3.2.2.1 Design and build a device that uses light or sound
possible Constructin use their understanding of Science to solve the problem of communicating over a distance.* (P:
explanations g scientific principles and the 6, CC: 6, CI: PS4, ETS1, ETS2) Examples of devices may include
of explanation engineering design process to paper cup and string “telephones” and a pattern of drum
phenomena s and design solutions that meet beats.
or designing designing established criteria and
solutions to solutions constraints.*
engineering
problems

1 3 Developing 3.2 3.2.2 Students will be able to Life Science 1L.3.2.2.2 Plan and design a solution to a human problem by
possible Constructin use their understanding of mimicking how plants and/or animals use their external parts
explanations g scientific principles and the to help them survive, grow, and meet their needs.* (P: 6, CC:
of explanation engineering design process to 6, CI: LS1, ETS2) Examples of human problems that can be
phenomena s and design solutions that meet solved by mimicking plant or animal solutions may include
or designing designing established criteria and designing clothing or equipment to protect bicyclists by
solutions to solutions constraints.* mimicking turtle shells, acorn shells, and animal scales;
engineering stabilizing structures by mimicking animal tails and roots on
problems plants; keeping out intruders by mimicking thorns on
branches and animal quills, and detecting intruders by
mimicking eyes and ears.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 15 May 2022
Grade Strand Substrand Standard Content Area Benchmark

1 4 4.1 Engaging 4.1.1 Students will be able to Earth and 1E.4.1.1.1 Construct an argument based on observational
Communicati in argument engage in argument from Space evidence for how plants and animals (including humans) can
ng reasons, from evidence for the explanations Science change the non-living aspects of the environment to meet
arguments evidence the students construct, defend their needs. (P: 7, CC: 4, CI: ESS2) Examples of plants and
and ideas to and revise their animals changing their environment may include a squirrel
others interpretations when digging in the ground to hide its food and tree roots breaking
presented with new evidence, concrete.
critically evaluate the scientific
arguments of others, and
present counterarguments.

1 4 4.1 Engaging 4.1.2 Students will be able to Earth and 1E.4.1.2.1 Construct an argument with evidence to evaluate
Communicati in argument argue from evidence to justify Space multiple solutions designed to slow or prevent wind or water
ng reasons, from the best solution to a problem Science from changing the shape of the land.* (P: 7, CC: 7, CI: ESS2,
arguments evidence or to compare and evaluate ETS2) Examples of solutions could include different designs of
and ideas to competing designs, ideas, or dikes and windbreaks to hold back wind and water; and
others methods.* different designs for using shrubs, grass, and trees to hold
back the land.

1 4 4.2 4.2.1 Students will be able to Earth and 1E.4.2.1.1 Communicate solutions that will reduce the impact
Communicati Obtaining, read and interpret multiple Space of humans on the land, water, air, and/or other living things
ng reasons, evaluating sources to obtain information, Science in the local environment.* (P: 8, CC: 4, CI: ESS3) Examples of
arguments and evaluate the merit and validity human actions that impact the land may include cutting trees
and ideas to communicat of claims and design solutions, to produce paper, using resources to produce bottles, and
others ing and communicate using water for bathing and brushing teeth. Examples of
information information, ideas, and solutions may include reusing paper and recycling cans and
evidence in a variety of bottles.
formats.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 16 May 2022
Grade Strand Substrand Standard Content Area Benchmark

1 4 4.2 4.2.1 Students will be able to Life Science 1L.4.2.1.2 Obtain information using various features of texts
Communicati Obtaining, read and interpret multiple and other media to determine patterns in the behavior of
ng reasons, evaluating sources to obtain information, parents and offspring that help offspring survive. (P: 8, CC: 1,
arguments and evaluate the merit and validity CI: LS1) Examples of text features include headings,
and ideas to communicat of claims and design solutions, glossaries, electronic menus, pictures, illustrations, icons, etc.
others ing and communicate Examples of behavior patterns may include the signals that
information information, ideas, and offspring make (such as crying, chirping, and other
evidence in a variety of vocalizations) and the responses of the parents (such as
formats. feeding, comforting, and protecting the offspring).

1 4 4.2 4.2.2 Students will be able to Physical 1P.4.2.2.1 Communicate solutions that use materials to
Communicati Obtaining, gather information about and Science provide shelter, food, or warmth needs for communities
ng reasons, evaluating communicate the methods including Minnesota American Indian Tribes and
arguments and that are used by various communities.* (P: 8, CC: 2, CI: PS1, ETS2) Examples of
and ideas to communicat cultures, especially those of cultures may include those within the local context of the
others ing Minnesota American Indian learning community and within the context of Minnesota.
information Tribes and communities, to Examples of solutions may include past and current building
develop explanations of practices that incorporate natural building materials and
phenomena and design other green practices as used in sweat lodges, green roofs,
solutions to problems. moss used for insulation, or sustainable food production and
tools used for ricing (harvesting and finishing).

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 17 May 2022
Grade Strand Substrand Standard Content Area Benchmark

2 1 Exploring 1.1 Asking 1.1.1 Students will be able to Physical 2P.1.1.1.1 Ask questions about an object’s motion based on
phenomena questions ask questions about aspects of Science observation that can be answered by an investigation. (P: 1,
or and defining the phenomena they observe, CC: 1, CI: PS2) Examples of questions may include what is
engineering problems the conclusions they draw causing the motion, what type of motion (circular, bouncing,
problems from their models or scientific etc.) and what changes are happening in the motion.
investigations, each other’s
ideas, and the information
they read.

2 1 Exploring 1.2 Planning 1.2.1 Students will be able to Physical 2P.1.2.1.1 Plan and conduct an investigation to describe how
phenomena and carrying design and conduct Science heating and cooling affects different kinds of materials based
or out investigations in the upon their observable properties. (P: 3, CC: 1, CI: PS1)
engineering investigatio classroom, laboratory, and/or Examples of materials may include metals, cloth, plastics,
problems ns field to test students’ ideas styrofoam, wood and glass.
and questions, and will
organize and collect data to
provide evidence to support
claims the students make
about phenomena.

2 2 Looking at 2.1 2.1.1 Students will be able to Earth and 2E.2.1.1.1 Represent data to describe typical weather
data and Analyzing represent observations and Space conditions expected during a particular season. (P: 4, CC: 1,
empirical and data in order to recognize Science CI: ESS2) Examples of data may include temperature,
evidence to interpreting patterns in the data, the precipitation, and wind direction. Data displays can include
understand data meaning of those patterns, pictographs and bar graphs.
phenomena and possible relationships
or solve between variables.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 18 May 2022
Grade Strand Substrand Standard Content Area Benchmark

2 2 Looking at 2.1 2.1.1 Students will be able to Earth and 2E.2.1.1.2 Analyze data from tests of objects designed to
data and Analyzing represent observations and Space reduce the impacts of weather-related hazards and compare
empirical and data in order to recognize Science the strengths and weaknesses of how each performs.* (P: 4,
evidence to interpreting patterns in the data, the CC: 2, CI: ESS3, ETS1) Emphasis is on data from tests of
understand data meaning of those patterns, student-designed objects. Examples of design solutions to
phenomena and possible relationships weather-related hazards may include barriers to prevent
or solve between variables. flooding or snow drifting, structures for sun shading,
problems materials for clothing, and orientation of bus shelters.

2 2 Looking at 2.2 Using 2.2.1 Students will be able to Physical 2P.2.2.1.1 Identify and predict quantitative patterns of the
data and mathematic use mathematics to represent Science effects of balanced and unbalanced forces on the motion of
empirical s and physical variables and their an object.** (P: 5, CC: 1, CI: PS2) Examples may include an
evidence to computatio relationships; compare unbalanced force on one side of a ball can make it start
understand nal thinking mathematical expressions to moving; and balanced forces pushing on a box from both
phenomena the real world; and engage in sides will not produce any motion at all. Data displays may
or solve computational thinking as they include pictographs and bar graphs.
problems use or develop algorithms to
describe the natural or
designed worlds.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 19 May 2022
Grade Strand Substrand Standard Content Area Benchmark

2 3 Developing 3.1 3.1.1 Students will be able to Physical 2P.3.1.1.1 Develop a simple diagram or physical model to
possible Developing develop, revise, and use Science illustrate how some changes caused by heating or cooling can
explanations and using models to represent the be reversed and some cannot.** (P: 2, CC: 2, CI: PS3)
of models students’ understanding of Examples of reversible changes may include materials such as
phenomena phenomena or systems as they water and butter at different temperatures. Examples of
or designing develop questions, predictions irreversible changes may include cooking an egg, freezing a
solutions to and/or explanations, and plant leaf, and heating paper. Examples of diagrams may
engineering communicate ideas to others. include a flow chart.
problems

2 3 Developing 3.2 3.2.2 Students will be able to Life Science 2L.3.2.2.1 Engineer a device that mimics the structures and
possible Constructin use their understanding of functions of plants or animals in seed dispersal.* (P: 6, CC: 6,
explanations g scientific principles and the CI: LS2, ETS1) Emphasis is on how specific structures have
of explanation engineering design process to particular functions. Examples of seed dispersal by animals
phenomena s and design solutions that meet may include feeding and subsequent elimination of seeds, or
or designing designing established criteria and attachment of seeds/pollen to animal structures. Examples of
solutions to solutions constraints.* seed dispersal by plants may include various wind-catching
engineering designs (as in dandelions or maple trees) or colors and smells
problems that attract pollinators.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 20 May 2022
Grade Strand Substrand Standard Content Area Benchmark

2 4 4.1 Engaging 4.1.1 Students will be able to Life Science 2L.4.1.1.1 Construct an argument with evidence that
Communicati in argument engage in argument from evaluates how in a particular habitat some organisms can
ng reasons, from evidence for the explanations survive well, some survive less well, and some cannot survive
arguments evidence the students construct, defend at all. (P: 7, CC: 2, CI: LS4, ETS2) Emphasis is on the
and ideas to and revise their interdependence of parts of a system (organisms and their
others interpretations when habitat). Examples of habitats should include those found in
presented with new evidence, Minnesota, such as a wetland, prairie, or garden. Examples of
critically evaluate the scientific evidence may include needs and characteristics of the
arguments of others, and organisms and habitats involved.
present counterarguments.

2 4 4.2 4.2.1 Students will be able to Earth and 2E.4.2.1.1 Obtain and use information from multiple sources
Communicati Obtaining, read and interpret multiple Space to identify where water is found on Earth. (P: 8, CC: 1, CI:
ng reasons, evaluating sources to obtain information, Science ESS2) Emphasis of the practice is on learning how to use texts
arguments and evaluate the merit and validity and maps to integrate and evaluate content. Examples may
and ideas to communicat of claims and design solutions, include liquid water in oceans, lakes, rivers, and ponds; and
others ing and communicate solid water in glaciers and polar ice caps.
information information, ideas, and
evidence in a variety of
formats.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 21 May 2022
Grade Strand Substrand Standard Content Area Benchmark

2 4 4.2 4.2.1 Students will be able to Earth and 2E.4.2.1.2 Obtain and use information from multiple sources,
Communicati Obtaining, read and interpret multiple Space including electronic sources, to describe climates in different
ng reasons, evaluating sources to obtain information, Science regions of the world.** (P: 8, CC: 1, CI: ESS2) Emphasis of the
arguments and evaluate the merit and validity practice is on learning how to use electronic sources to
and ideas to communicat of claims and design solutions, integrate and evaluate content. Examples of information may
others ing and communicate include data on an area’s typical weather conditions and how
information information, ideas, and these patterns are considered climate.
evidence in a variety of
formats.

2 4 4.2 4.2.2 Students will be able to Physical 2P.4.2.2.1 Obtain information and communicate how
Communicati Obtaining, gather information about and Science Minnesota American Indian Tribes and communities and
ng reasons, evaluating communicate the methods other cultures apply knowledge of the natural world in
arguments and that are used by various determining which materials have the properties that are
and ideas to communicat cultures, especially those of best suited for an intended purpose.* (P: 8, CC: 2, CI: PS1,
others ing Minnesota American Indian ETS1) Examples of cultures may include those within the local
information Tribes and communities, to context of the learning community and within the context of
develop explanations of Minnesota. Emphasis of the practice is on obtaining,
phenomena and design interpreting, and communicating information related to how
solutions to problems. various cultures have built materials suited for intended
purposes according to their properties. Examples of materials
may include instruments (cedar for knockers and black spruce
for poles) for ricing, birch bark for baskets or other containers
for carrying water, and sinew for connecting parts of tools.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 22 May 2022
Grade Strand Substrand Standard Content Area Benchmark

3 1 Exploring 1.1 Asking 1.1.1 Students will be able to Physical 3P.1.1.1.1 Ask questions based on observations about why
phenomena questions ask questions about aspects of Science objects in darkness can be seen only when illuminated. (P: 1,
or and defining the phenomena they observe, CC: 2, CI: PS4) Emphasis should be on addressing the
engineering problems the conclusions they draw misconception that people can see in the dark if they wait
problems from their models or scientific long enough and on the way eyes receive light. Examples of
investigations, each other’s observations may include those made in a completely dark
ideas, and the information room, a pinhole box, and a video of a cave explorer with a
they read. flashlight.

3 1 Exploring 1.2 Planning 1.2.1 Students will be able to Physical 3P.1.2.1.1 Plan and conduct a controlled investigation to
phenomena and carrying design and conduct Science determine the effect of placing objects made with different
or out investigations in the materials in the path of a beam of light. (P: 3, CC: 2, CI: PS4)
engineering investigatio classroom, laboratory, and/or Emphasis is on conducting fair tests by controlling variables.
problems ns field to test students’ ideas Examples of materials may include those that are transparent
and questions, and will (such as clear plastic), translucent (such as wax paper),
organize and collect data to opaque (such as cardboard), and reflective (such as a mirror).
provide evidence to support
claims the students make
about phenomena.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 23 May 2022
Grade Strand Substrand Standard Content Area Benchmark

3 1 Exploring 1.2 Planning 1.2.1 Students will be able to Life Science 3L.1.2.1.2 Plan and conduct an investigation to determine
phenomena and carrying design and conduct how amounts of sunlight and water impact the growth of a
or out investigations in the plant. (P: 3, CC:2, CI: LS2) Emphasis of the practice is on
engineering investigatio classroom, laboratory, and/or conducting fair tests and using data to support explanations.
problems ns field to test students’ ideas Examples of investigations may include simple experiments
and questions, and will with fast-growing plants.
organize and collect data to
provide evidence to support
claims the students make
about phenomena.

3 2 Looking at 2.1 2.1.1 Students will be able to Earth and 3E.2.1.1.1 Record observations of the sun, moon, and stars
data and Analyzing represent observations and Space and use them to describe patterns that can be predicted.**
empirical and data in order to recognize Science (P: 4, CC: 1, CI: ESS1) Examples of patterns may include that
evidence to interpreting patterns in the data, the the sun and moon appear to rise in one part of the sky, move
understand data meaning of those patterns, across the sky, and set; and stars other than our sun are
phenomena and possible relationships visible at night but not during the day.
or solve between variables.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 24 May 2022
Grade Strand Substrand Standard Content Area Benchmark

3 2 Looking at 2.2 Using 2.2.1 Students will be able to Earth and 3E.2.2.1.1 Organize and electronically present collected data
data and mathematic use mathematics to represent Space to identify and describe patterns in the amount of daylight in
empirical s and physical variables and their Science different times of the year.** (P: 5, CC: 1, CI: ESS1) Emphasis
evidence to computatio relationships; compare is on relative comparisons of the amount of daylight in the
understand nal thinking mathematical expressions to winter to the amount in the spring or fall.
phenomena the real world; and engage in
or solve computational thinking as they
problems use or develop algorithms to
describe the natural or
designed worlds.

3 3 Developing 3.1 3.1.1 Students will be able to Physical 3P.3.1.1.1 Develop a model to describe that light reflecting
possible Developing develop, revise, and use Science from objects and entering the eye allows objects to be seen.
explanations and using models to represent the (P: 2, CC: 2, CI: PS4) Examples of models may include
of models students’ understanding of diagrams, drawings, physical models, or computer programs.
phenomena phenomena or systems as they
or designing develop questions, predictions
solutions to and/or explanations, and
engineering communicate ideas to others.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 25 May 2022
Grade Strand Substrand Standard Content Area Benchmark

3 3 Developing 3.1 3.1.1 Students will be able to Life Science 3L.3.1.1.2 Develop multiple models to describe how
possible Developing develop, revise, and use organisms have unique and diverse life cycles but all have
explanations and using models to represent the birth, growth, reproduction, and death in common. (P: 2, CC:
of models students’ understanding of 4, CI: LS1) Emphasis is on the pattern of changes organisms go
phenomena phenomena or systems as they through during their life. Examples of models may include
or designing develop questions, predictions diagrams, drawings, physical models, or computer programs.
solutions to and/or explanations, and
engineering communicate ideas to others.
problems

3 3 Developing 3.2 3.2.1 Students will be able to Life Science 3L.3.2.1.1 Construct an explanation using evidence from
possible Constructin apply scientific principles and various sources for how the variations in characteristics
explanations g empirical evidence (primary or among individuals of the same species may provide
of explanation secondary) to explain the advantages in surviving, finding mates, and reproducing. (P:
phenomena s and causes of phenomena or 6, CC: 2. CI: LS4) Examples of cause and effect relationships
or designing designing identify weaknesses in may include how individual plants of the same species with
solutions to solutions explanations developed by the different length thorns may be more or less likely to be eaten
engineering students or others. by predators; or animals that have better camouflage
problems coloration than others of their species may be more likely to
survive and therefore more likely to leave offspring.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 26 May 2022
Grade Strand Substrand Standard Content Area Benchmark

3 4 4.1 Engaging 4.1.1 Students will be able to Life Science 3L.4.1.1.1 Construct an argument about strategies animals
Communicati in argument engage in argument from use to survive. (P: 7, CC: 2, CI: LS2) Emphasis is on group
ng reasons, from evidence for the explanations behavior and how being part of a group helps animals obtain
arguments evidence the students construct, defend food, defend themselves, and cope with changes. Examples
and ideas to and revise their of animals should include wolves or other animals that live in
others interpretations when Minnesota.
presented with new evidence,
critically evaluate the scientific
arguments of others, and
present counterarguments.

3 4 4.2 4.2.1 Students will be able to Life Science 3L.4.2.1.1 Obtain information from various types of media to
Communicati Obtaining, read and interpret multiple support an argument that plants and animals have internal
ng reasons, evaluating sources to obtain information, and external structures that function to support survival,
arguments and evaluate the merit and validity growth, behavior, and reproduction.** (P: 8, CC: 4, CI: LS1)
and ideas to communicat of claims and design solutions, Examples of structures may include thorns, stems, roots,
others ing and communicate colored petals, heart, stomach, lungs, brain, and skin.
information information, ideas, and Examples of media may include electronic sources.
evidence in a variety of
formats.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 27 May 2022
Grade Strand Substrand Standard Content Area Benchmark

3 4 4.2 4.2.2 Students will be able to Earth and 3E.4.2.2.1 Gather information and communicate how
Communicati Obtaining, gather information about and Space Minnesota American Indian Tribes and communities and
ng reasons, evaluating communicate the methods Science other cultures use patterns in stars to make predictions and
arguments and that are used by various plans. (P 8, CC: 1, CI: ESS1) Examples of cultures may include
and ideas to communicat cultures, especially those of those within the local context of the learning community and
others ing Minnesota American Indian within the context of Minnesota. Examples may include using
information Tribes and communities, to star maps to predict seasons, star patterns to inform
develop explanations of navigation, and using star stories to identify numeric patterns
phenomena and design that guide behavior.
solutions to problems.

4 1 Exploring 1.1 Asking 1.1.1 Students will be able to Physical 4P.1.1.1.1 Ask questions to determine cause and effect
phenomena questions ask questions about aspects of Science relationships of electric and magnetic interactions between
or and defining the phenomena they observe, two objects not in contact with each other. (P: 1, CC: 2, CI:
engineering problems the conclusions they draw PS2) Examples of an electric force may include the force on
problems from their models or scientific hair from an electrically charged balloon and the electrical
investigations, each other’s forces between a charged rod and pieces of paper; examples
ideas, and the information of a magnetic force may include the force between two
they read. permanent magnets, the force between an electromagnet
and steel paper clips, and the force exerted by one magnet
versus the force exerted by two magnets. Examples of cause
and effect relationships may include how the distance
between objects affects the strength of the force and how
the orientation of magnets affects the direction of the
magnetic force.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 28 May 2022
Grade Strand Substrand Standard Content Area Benchmark

4 1 Exploring 1.1 Asking 1.1.1 Students will be able to Earth and 4E.1.1.1.2 Ask questions about how water moves through the
phenomena questions ask questions about aspects of Space Earth system and identify the type of question. (P: 1, CC: 5, CI:
or and defining the phenomena they observe, Science ESS2) Emphasis is on the processes of evaporation,
engineering problems the conclusions they draw condensation, and precipitation. Examples of types of
problems from their models or scientific questions may include those that can be tested by an
investigations, each other’s experiment, and questions that may answered from a text.
ideas, and the information
they read.

4 1 Exploring 1.1 Asking 1.1.2 Students will be able to Physical 4P.1.1.2.1 Define a simple design problem that can be solved
phenomena questions ask questions about a problem Science by applying scientific ideas about magnets.* (P: 1, CC: 2, CI:
or and defining to be solved so they can define PS2, ETS2) Examples of problems may include constructing a
engineering problems constraints and specifications latch to keep the door shut and creating a device to keep two
problems for possible solutions.* moving objects from touching each other.

4 1 Exploring 1.2 Planning 1.2.1 Students will be able to Earth and 4E.1.2.1.1 Make observations and measurements to provide
phenomena and carrying design and conduct Space evidence of the effects of weathering or the rate of erosion
or out investigations in the Science by the forces of water, ice, wind, or vegetation.* (P: 3, CC: 2,
engineering investigatio classroom, laboratory, and/or CI: ESS2) Emphasis is on predicting the rate of change when
problems ns field to test students’ ideas variables are changed. Examples of variables to test may
and questions, and will include angle of slope in the downhill movement of water,
organize and collect data to amount of vegetation, speed of wind, relative rate of
provide evidence to support deposition, cycles of freezing and thawing of water, cycles of
claims the students make heating and cooling, and volume of water flow.
about phenomena.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 29 May 2022
Grade Strand Substrand Standard Content Area Benchmark

4 1 Exploring 1.2 Planning 1.2.1 Students will be able to Earth and 4E.1.2.1.2 Plan and carry out fair tests in which variables are
phenomena and carrying design and conduct Space controlled and failure points are considered to improve a
or out investigations in the Science model or prototype to prevent erosion.* (P: 3, CC: 2, CI: ESS2,
engineering investigatio classroom, laboratory, and/or ETS1, ETS2) Examples of prototypes to prevent erosion
problems ns field to test students’ ideas include retaining walls, wind breaks, use of shrubs or other
and questions, and will vegetation, and drainage systems.
organize and collect data to
provide evidence to support
claims the students make
about phenomena.

4 2 Looking at 2.2 Using 2.2.1 Students will be able to Earth and 4E.2.2.1.1 Interpret charts, maps and/or graphs of the
data and mathematic use mathematics to represent Space amounts of salt water and fresh water in various reservoirs to
empirical s and physical variables and their Science provide evidence about the distribution of water on Earth.**
evidence to computatio relationships; compare (P: 5, CC: 4, CI: ESS2) Emphasis is on oceans, lakes, rivers,
understand nal thinking mathematical expressions to glaciers, groundwater, and polar ice caps.
phenomena the real world; and engage in
or solve computational thinking as they
problems use or develop algorithms to
describe the natural or
designed worlds.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 30 May 2022
Grade Strand Substrand Standard Content Area Benchmark

4 3 Developing 3.1 3.1.1 Students will be able to Earth and 4E.3.1.1.1 Develop a model based in part on student
possible Developing develop, revise, and use Space observations or data to describe ways the geosphere,
explanations and using models to represent the Science biosphere, hydrosphere, and atmosphere interact. (P: 2, CC:
of models students’ understanding of 4, CI: ESS2) Emphasis is on how rock, living things, water,
phenomena phenomena or systems as they and/or air are individual systems that make up the larger
or designing develop questions, predictions Earth system and interact with each other.
solutions to and/or explanations, and
engineering communicate ideas to others.
problems

4 3 Developing 3.2 3.2.1 Students will be able to Earth and 4E.3.2.1.1 Identify evidence from patterns in rock formations
possible Constructin apply scientific principles and Space and fossils in rock layers to support an explanation for
explanations g empirical evidence (primary or Science changes in a landscape over time. (P: 6, CC: 1, CI: ESS1)
of explanation secondary) to explain the Examples of evidence from patterns may include rock layers
phenomena s and causes of phenomena or with marine shell fossils above rock layers with plant fossils
or designing designing identify weaknesses in and no shells, indicating a change from land to water over
solutions to solutions explanations developed by the time; and a canyon with different rock layers in the walls and
engineering students or others. a river in the bottom, indicating that over time a river cut
problems through the rock.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 31 May 2022
Grade Strand Substrand Standard Content Area Benchmark

4 3 Developing 3.2 3.2.2 Students will be able to Earth and 4E.3.2.2.1 Generate and compare multiple solutions to
possible Constructin use their understanding of Space reduce the impacts of natural Earth processes on humans.*
explanations g scientific principles and the Science (P: 6, CC: 2, CI: ESS3, ETS1) Emphasis is on cause and effect
of explanation engineering design process to relationships to explain change. Examples of solutions may
phenomena s and design solutions that meet include designing an earthquake-resistant building and
or designing designing established criteria and improving monitoring of volcanic activity.
solutions to solutions constraints.*
engineering
problems

4 4 4.1 Engaging 4.1.1 Students will be able to Life Science 4L.4.1.1.1 Construct or support an argument that traits can
Communicati in argument engage in argument from be influenced by different environments. (P: 7, CC: 2, CI: LS3)
ng reasons, from evidence for the explanations Emphasis of the practice is on using evidence, data and/or a
arguments evidence the students construct, defend model to support an argument. Examples of the environment
and ideas to and revise their affecting a trait may include the stunted growth of a typically
others interpretations when tall plant grown with insufficient water or an animal’s weight
presented with new evidence, being influenced by the availability of food.
critically evaluate the scientific
arguments of others, and
present counterarguments.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 32 May 2022
Grade Strand Substrand Standard Content Area Benchmark

4 4 4.2 4.2.1 Students will be able to Earth and 4E.4.2.1.1 Read and comprehend grade appropriate complex
Communicati Obtaining, read and interpret multiple Space texts and/or other reliable media to describe that energy and
ng reasons, evaluating sources to obtain information, Science fuels are derived from natural resources and their uses affect
arguments and evaluate the merit and validity the environment. (P: 8, CC: 2, CI: ESS3, ETS2) Examples of
and ideas to communicat of claims and design solutions, information about natural resources should include details
others ing and communicate about those found in Minnesota. Examples of renewable
information information, ideas, and energy resources may include wind, water behind dams, and
evidence in a variety of sunlight; non-renewable energy resources include fossil fuels
formats. and fissile materials. Examples of environmental effects may
include loss of habitat due to dams, loss of habitat due to
surface mining, and air pollution and global warming from
burning fossil fuels.

4 4 4.2 4.2.1 Students will be able to Life Science 4L.4.2.1.2 Obtain information from various media sources to
Communicati Obtaining, read and interpret multiple determine that plants and animals have traits inherited from
ng reasons, evaluating sources to obtain information, parents and that variation of these traits exists in a group of
arguments and evaluate the merit and validity similar organisms.** (P: 8, CC: 1, CI: LS3) Emphasis of the
and ideas to communicat of claims and design solutions, practice is to compare and/or combine information across
others ing and communicate texts and other reliable media. Emphasis is on organisms
information information, ideas, and other than humans and the patterns in traits between
evidence in a variety of offspring and their parents or among siblings.
formats.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 33 May 2022
Grade Strand Substrand Standard Content Area Benchmark

4 4 4.2 4.2.2 Students will be able to Earth and 4E.4.2.2.1 Obtain and combine multiple sources of
Communicati Obtaining, gather information about and Space information about ways individual communities, including
ng reasons, evaluating communicate the methods Science Minnesota American Indian Tribes and communities and
arguments and that are used by various other cultures, use evidence and scientific principles to make
and ideas to communicat cultures, especially those of decisions about the uses of Earth’s resources.* (P: 8, CC: 4, CI:
others ing Minnesota American Indian ESS3, ETS1) Examples of cultures may include those within
information Tribes and communities, to the local context of the learning community and within the
develop explanations of context of Minnesota. Examples may include balancing the
phenomena and design water, soil, wildlife, plant, and human needs to support
solutions to problems. sustainable use of resources.

5 1 Exploring 1.1 Asking 1.1.1 Students will be able to Physical 5P.1.1.1.1 Ask investigatable questions and predict
phenomena questions ask questions about aspects of Science reasonable outcomes about the changes in energy, related to
or and defining the phenomena they observe, speed, that occur when objects interact. (P: 1, CC: 5, CI: PS3)
engineering problems the conclusions they draw Emphasis is on the change in energy due to a change in
problems from their models or scientific speed, not on the forces, as objects interact. Example of a
investigations, each other’s question: Where and how do marbles move after a collision?
ideas, and the information
they read.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 34 May 2022
Grade Strand Substrand Standard Content Area Benchmark

5 1 Exploring 1.2 Planning 1.2.1 Students will be able to Physical 5P.1.2.1.1 Conduct an investigation to determine whether the
phenomena and carrying design and conduct Science mixing of two or more substances results in new substances.
or out investigations in the (P: 3, CC: 2, CI: PS1) Emphasis is on conducting fair tests by
engineering investigatio classroom, laboratory, and/or controlling variables.
problems ns field to test students’ ideas
and questions, and will
organize and collect data to
provide evidence to support
claims the students make
about phenomena.

5 1 Exploring 1.2 Planning 1.2.1 Students will be able to Physical 5P.1.2.1.2 Evaluate appropriate methods and tools to identify
phenomena and carrying design and conduct Science materials based on their properties prior to investigation. (P:
or out investigations in the 3, CC: 3, CI: PS1) Examples of materials to be identified may
engineering investigatio classroom, laboratory, and/or include baking soda and other powders, metals, minerals, and
problems ns field to test students’ ideas liquids. Examples of properties may include color, hardness,
and questions, and will reflectivity, electrical conductivity, ability to conduct heat,
organize and collect data to response to magnetic forces, and solubility; density is not
provide evidence to support intended as an identifiable property.
claims the students make
about phenomena.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 35 May 2022
Grade Strand Substrand Standard Content Area Benchmark

5 1 Exploring 1.2 Planning 1.2.1 Students will be able to Life Science 5L.1.2.1.3 Plan and conduct an investigation to obtain
phenomena and carrying design and conduct evidence that plants get the materials they need for growth
or out investigations in the chiefly from air and water. (P: 3, CC: 5, CI: LS1) Examples of
engineering investigatio classroom, laboratory, and/or plants may include aquatic plants that grow without soil.
problems ns field to test students’ ideas Examples of observational evidence may include growth
and questions, and will patterns for plants grown in different environments.
organize and collect data to
provide evidence to support
claims the students make
about phenomena.

5 2 Looking at 2.1 2.1.1 Students will be able to Physical 5P.2.1.1.1 Analyze and interpret data to show that energy can
data and Analyzing represent observations and Science be transferred from place to place by sound, light, heat, and
empirical and data in order to recognize electric currents. (P: 4, CC: 5, CI: PS3) Emphasis of the practice
evidence to interpreting patterns in the data, the is on analyzing student observations and data to serve as
understand data meaning of those patterns, evidence to support a claim.
phenomena and possible relationships
or solve between variables.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 36 May 2022
Grade Strand Substrand Standard Content Area Benchmark

5 2 Looking at 2.2 Using 2.2.1 Students will be able to Physical 5P.2.2.1.1 Measure and graph quantities to provide evidence
data and mathematic use mathematics to represent Science that regardless of the type of change that occurs when
empirical s and physical variables and their heating, cooling, or mixing substances, the total weight of
evidence to computatio relationships; compare matter is conserved. (P: 5, CC: 3, CI: PS1) Examples of
understand nal thinking mathematical expressions to reactions or changes may include phase changes, dissolving,
phenomena the real world; and engage in and mixing to form new substances. Mass and weight are not
or solve computational thinking as they distinguished.
problems use or develop algorithms to
describe the natural or
designed worlds.

5 2 Looking at 2.2 Using 2.2.1 Students will be able to Earth and 5E.2.2.1.2 Use data to describe patterns in the daily changes
data and mathematic use mathematics to represent Space in length and direction of shadows, day and night, and the
empirical s and physical variables and their Science seasonal appearance of some stars in the night sky.** (P: 5,
evidence to computatio relationships; compare CC: 1, CI: ESS1) Examples of patterns may include the number
understand nal thinking mathematical expressions to of daylight hours over the course of a year, selected stars that
phenomena the real world; and engage in are visible only in particular months, and the length and
or solve computational thinking as they direction of shadows over a year.
problems use or develop algorithms to
describe the natural or
designed worlds.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 37 May 2022
Grade Strand Substrand Standard Content Area Benchmark

5 3 Developing 3.1 3.1.1 Students will be able to Physical 5P.3.1.1.1 Develop and refine a model to describe that
possible Developing develop, revise, and use Science matter is made of particles too small to be seen. (P: 2, CC: 3,
explanations and using models to represent the CI: PS1) Examples of evidence supporting a model may
of models students’ understanding of include adding air to expand a basketball, compressing air in a
phenomena phenomena or systems as they syringe, dissolving sugar in water, and evaporating salt water.
or designing develop questions, predictions
solutions to and/or explanations, and
engineering communicate ideas to others.
problems

5 3 Developing 3.1 3.1.1 Students will be able to Physical 5P.3.1.1.2 Use models to describe that energy in animals’
possible Developing develop, revise, and use Science food (used for body repair, growth, and motion and to
explanations and using models to represent the maintain body warmth) was once energy from the Sun. (P: 2,
of models students’ understanding of CC: 5, CI: PS3) Examples of models may include diagrams, and
phenomena phenomena or systems as they flow charts.
or designing develop questions, predictions
solutions to and/or explanations, and
engineering communicate ideas to others.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 38 May 2022
Grade Strand Substrand Standard Content Area Benchmark

5 1 Exploring 3.1 3.1.1 Students will be able to Life Science 5L.3.1.1.3 Create an electronic visualization of the movement
phenomena Developing develop, revise, and use of matter among plants, animals, decomposers, and the
or and using models to represent the environment.** (P: 2, CC: 4, CI: LS2) Emphasis is on the idea
engineering models students’ understanding of that matter that is not food is changed by plants into matter
problems phenomena or systems as they that is food. Examples of systems through which matter
develop questions, predictions cycles may include organisms, ecosystems, and the Earth.
and/or explanations, and Examples of an electronic visualization may include a
communicate ideas to others. computer program, simulation, or animation.

5 3 Developing 3.2 3.2.1 Students will be able to Physical 5P.3.2.1.1 Construct an explanation based on evidence
possible Constructin apply scientific principles and Science relating the speed of an object to the energy of that object.
explanations g empirical evidence (primary or (P: 6, CC: 5, CI: PS3). The emphasis of the practice is on
of explanation secondary) to explain the students identifying the evidence that supports particular
phenomena s and causes of phenomena or points in the explanation. Examples of evidence may include
or designing designing identify weaknesses in the height attained when going up a ramp.
solutions to solutions explanations developed by the
engineering students or others.
problems

5 3 Developing 3.2 3.2.2 Students will be able to Physical 5P.3.2.2.1 Apply scientific ideas to design, test, and refine a
possible Constructin use their understanding of Science device that converts energy from one form to another.* (P: 6,
explanations g scientific principles and the CC: 5, CI: PS3, ETS1, ETS2) Examples of devices may include
of explanation engineering design process to electric circuits that convert electrical energy into motion,
phenomena s and design solutions that meet light, or sound; and a passive solar heater that converts light
or designing designing established criteria and into heat. Examples of constraints may include the materials,
solutions to solutions constraints.* cost, or time to design the device.
engineering
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 39 May 2022
Grade Strand Substrand Standard Content Area Benchmark

5 4 4.1 Engaging 4.1.1 Students will be able to Earth and 5E.4.1.1.1 Use evidence to support an argument that the
Communicati in argument engage in argument from Space apparent brightness of the Sun and stars is due to their
ng reasons, from evidence for the explanations Science relative distances from Earth. (P: 7, CC: 3, CI: ESS1) Evidence
arguments evidence the students construct, defend may include analogies of light bulbs and distances.
and ideas to and revise their
others interpretations when
presented with new evidence,
critically evaluate the scientific
arguments of others, and
present counterarguments.

5 4 4.1 Engaging 4.1.2 Students will be able to Life Science 5L.4.1.2.1 Evaluate the merit of a solution to a problem
Communicati in argument argue from evidence to justify caused by changes in plant and animal populations as a result
ng reasons, from the best solution to a problem of environmental changes.* (P: 7, CC: 4, CI: LS4, ETS1)
arguments evidence or to compare and evaluate Emphasis is on evaluating solutions (based on evidence and
and ideas to competing designs, ideas, or design criteria and constraints), not developing new
others methods.* solutions. Examples of environmental changes may include
land characteristics, water distribution, temperature, food
availability, or the presence of other organisms.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 40 May 2022
Grade Strand Substrand Standard Content Area Benchmark

6 1 Exploring 1.1 Asking 1.1.1 Students will be able to ESS: Earth’s 6E.1.1.1.1 Ask questions that arise from observations of
phenomena questions ask questions about aspects of Place in the patterns in the movement of night sky objects to test the
or and defining the phenomena they observe, Universe limitations of a solar system model. (P: 1, CC: 1, CI: ESS1)
engineering problems the conclusions they draw Emphasis is on students questioning the limitations of their
problems from their models or scientific own models and questioning the kinds of revisions needed to
investigations, each other’s account for new data. Examples of observations may include
ideas, and the information the student’s own observations or observations made by
they read. others. Examples of night sky objects include the Moon,
constellations, and planets.

6 1 Exploring 1.1 Asking 1.1.1 Students will be able to ESS: Earth’s 6E.1.1.1.2 Ask questions to examine an interpretation about
phenomena questions ask questions about aspects of Systems the relative ages of different rock layers within a sequence of
or and defining the phenomena they observe, several rock layers. (P: 1, CC: 1, CI: ESS1) Emphasis is on the
engineering problems the conclusions they draw interpretation of rock layers using geologic principles like
problems from their models or scientific superposition and cross-cutting relationships.
investigations, each other’s
ideas, and the information
they read.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 41 May 2022
Grade Strand Substrand Standard Content Area Benchmark

6 1 Exploring 1.1 Asking 1.1.1 Students will be able to ESS: Earth 6E.1.1.1.3 Ask questions to clarify evidence of the factors that
phenomena questions ask questions about aspects of and Human have caused the rise in global temperatures over the past
or and defining the phenomena they observe, Activity century. (P: 1, CC: 7, CI: ESS3) Emphasis is on the major role
engineering problems the conclusions they draw that human activities play in causing the rise in global
problems from their models or scientific temperatures. Examples of factors include human activities
investigations, each other’s (such as fossil fuel combustion, cement production, and
ideas, and the information agricultural activity) and natural processes (such as changes
they read. in incoming solar radiation or volcanic activity). Examples of
evidence can include tables, graphs, and maps of global and
regional temperatures, atmospheric levels of gases such as
carbon dioxide and methane, and the rates of human
activities.

6 1 Exploring 1.2 Planning 1.2.1 Students will be able to ESS: Earth’s 6E.1.2.1.1 Collect data and use digital data analysis tools to
phenomena and carrying design and conduct Systems identify patterns to provide evidence for how the motions
or out investigations in the and complex interactions of air masses result in changes in
engineering investigatio classroom, laboratory, and/or weather conditions.** (P: 3, CC: 2, CI: ESS2) Emphasis is on
problems ns field to test students’ ideas how weather at a fixed location changes in response to
and questions, and will moving air masses and to interactions at frontal boundaries
organize and collect data to between air masses. Examples of weather data may include
provide evidence to support temperature, air pressure, precipitation, and wind. Examples
claims the students make of data analysis may include weather maps, diagrams, and
about phenomena. visualizations or may be obtained through laboratory
experiments (such as with condensation).

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 42 May 2022
Grade Strand Substrand Standard Content Area Benchmark

6 2 Looking at 2.1 2.1.1 Students will be able to ESS: Earth’s 6E.2.1.1.1 Analyze and interpret data to determine
data and Analyzing represent observations and Place in the similarities and differences among features and processes
empirical and data in order to recognize Universe occurring on solar system objects. (P: 4, CC: 3, CI: ESS1)
evidence to interpreting patterns in the data, the Examples of objects may include moons, planets, comets or
understand data meaning of those patterns, asteroids. Example features may include characteristics of an
phenomena and possible relationships object’s atmosphere, surface or interior. Examples of
or solve between variables. processes may include erosion, deposition, cratering, or
problems volcanism.

6 2 Looking at 2.1 2.1.1 Students will be able to ESS: Earth’s 6E.2.1.1.2 Analyze and interpret data on the distribution of
data and Analyzing represent observations and Systems fossils, rocks, continental shapes, and seafloor structures to
empirical and data in order to recognize provide evidence of past plate motions. (P: 4, CC: 1, CI: ESS2)
evidence to interpreting patterns in the data, the Examples of data may include similarities of rock and fossil
understand data meaning of those patterns, types on different continents, the shapes of the continents
phenomena and possible relationships (including the continental shelves), and the locations of ocean
or solve between variables. floor features such as ridges and trenches.
problems

6 2 Looking at 2.1 2.1.1 Students will be able to ESS: Earth 6E.2.1.1.3 Analyze and interpret data on natural hazards to
data and Analyzing represent observations and and Human forecast future catastrophic events and inform the
empirical and data in order to recognize Activity development of technologies to mitigate their effects.* (P: 4,
evidence to interpreting patterns in the data, the CC: 1, CI: ESS3, ETS1) Examples of natural hazards may be
understand data meaning of those patterns, taken from interior processes (such as earthquakes and
phenomena and possible relationships volcanic eruptions), surface processes (such as mass wasting
or solve between variables. and tsunamis), or severe weather events. Examples of data
problems may include the locations, magnitudes, and frequencies of
the natural hazards. Examples of technologies may include
building tornado shelters or barriers to protect from flooding.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 43 May 2022
Grade Strand Substrand Standard Content Area Benchmark

6 3 Developing 3.1 3.1.1 Students will be able to ESS: Earth’s 6E.3.1.1.1 Develop and use scale models of solar system
possible Developing develop, revise, and use Place in the objects to describe the sizes of objects, the location of
explanations and using models to represent the Universe objects, and the motion of the objects; and include the role
of models students’ understanding of that gravity and inertia play in controlling that motion. (P: 2,
phenomena phenomena or systems as they CC: 3, CI: ESS1) Emphasis is on the regularity of the motion
or designing develop questions, predictions and accounting for Earth-based visual observations of the
solutions to and/or explanations, and motion of these objects in our sky. Emphasis is also on
engineering communicate ideas to others. recognizing the limitations of any of the models. Examples
problems may include physical models (such as the analogy of distance
along a football field or computer visualizations of orbits) or
conceptual models (such as mathematical proportions
relative to the size of familiar objects such as students’ school
or state). Not included are Kepler’s Laws and retrograde
motion of planets.

6 3 Developing 3.1 3.1.1 Students will be able to ESS: Earth’s 6E.3.1.1.2 Develop a model, based on observational evidence,
possible Developing develop, revise, and use Systems to describe the cycling and movement of Earth’s rock
explanations and using models to represent the material and the energy that drives these processes. (P: 2, CC:
of models students’ understanding of 5, CI: ESS2) Emphasis of the practice is on using observations
phenomena phenomena or systems as they of processes like weathering and erosion of soil and rock,
or designing develop questions, predictions deposition of sediment, and crystallization of lava to inform
solutions to and/or explanations, and model development. Emphasis of the core idea is on how
engineering communicate ideas to others. these processes operate over geologic time to form rocks and
problems minerals through the cycling of Earth’s materials. Examples of
models may be conceptual or physical.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 44 May 2022
Grade Strand Substrand Standard Content Area Benchmark

6 3 Developing 3.1 3.1.1 Students will be able to ESS: Earth’s 6E.3.1.1.3 Develop a model, based on observational and
possible Developing develop, revise, and use Systems experimental evidence, to describe the cycling of water
explanations and using models to represent the through Earth’s systems driven by energy from the Sun and
of models students’ understanding of the force of gravity. (P: 2, CC: 5, CI: ESS2) Emphasis of the
phenomena phenomena or systems as they practice is on developing a way to represent the mechanisms
or designing develop questions, predictions of water changing state, the global movements of water and
solutions to and/or explanations, and energy, and on how the observational and experimental
engineering communicate ideas to others. evidence supports the model. Examples of models may be
problems conceptual or physical.

6 3 Developing 3.2 3.2.1 Students will be able to ESS: Earth’s 6E.3.2.1.1 Construct a scientific explanation based on
possible Constructin apply scientific principles and Place in the evidence from rock strata for how the geologic time scale is
explanations g empirical evidence (primary or Universe used to organize Earth’s 4.6-billion-year-old history. (P: 6, CC:
of explanation secondary) to explain the 3, CI: ESS1) Emphasis is on how analyses of rock formations
phenomena s and causes of phenomena or and the fossils they contain are used to establish relative ages
or designing designing identify weaknesses in of major events in Earth’s history. Examples of major events
solutions to solutions explanations developed by the may include the evolution or extinction of particular
engineering students or others. organisms, the formation of mountain chains and the
problems formation of ocean basins. Not included is using radioactive
decay to age date rocks.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 45 May 2022
Grade Strand Substrand Standard Content Area Benchmark

6 3 Developing 3.2 3.2.1 Students will be able to ESS: Earth 6E.3.2.1.2 Construct a scientific explanation based on
possible Constructin apply scientific principles and and Human evidence for how the uneven distribution of Earth’s mineral,
explanations g empirical evidence (primary or Activity energy, or groundwater resources is the result of past
of explanation secondary) to explain the geological processes. (P: 6, CC: 2, CI: ESS3) Emphasis is on
phenomena s and causes of phenomena or how these resources are limited and typically non-renewable
or designing designing identify weaknesses in on a human timeframe. Examples of uneven distribution of
solutions to solutions explanations developed by the resources may include petroleum (like in the North Dakota
engineering students or others. Bakken Shale), metal ores (like iron in the rocks of
problems Minnesota’s Iron Range), or groundwater in the different
regions of Minnesota.

6 3 Developing 3.2 3.2.1 Students will be able to ESS: Earth 6E.3.2.1.3 Apply scientific principles to design a method for
possible Constructin apply scientific principles and and Human monitoring and minimizing a human impact on the
explanations g empirical evidence (primary or Activity environment.* (P: 6, CC: 2, CI: ESS3, ETS1) Emphasis of the
of explanation secondary) to explain the practice is on applying scientific principles about Earth’s
phenomena s and causes of phenomena or natural processes (like how water moves through the ground
or designing designing identify weaknesses in and air) to designing solutions to problems caused by human
solutions to solutions explanations developed by the activity. Emphasis of the core idea is on how human activity
engineering students or others. impacts Earth’s environments. Examples of parts of the
problems design process may include assessing the kinds of solutions
that are feasible, and designing and evaluating solutions that
may reduce those impacts. Examples of human activities that
impact the environment may include withdrawing too much
water from aquifers, altering stream flow by building dams or
levees, increasing runoff caused by impermeable surfaces like
parking lots, or adding undesirable materials to the air, water
or land.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 46 May 2022
Grade Strand Substrand Standard Content Area Benchmark

6 4 4.1 Engaging 4.1.1 Students will be able to ESS: Earth’s 6E.4.1.1.1 Construct an argument, supported by evidence, for
Communicati in argument engage in argument from Systems how geoscience processes have changed Earth’s surface at
ng reasons, from evidence for the explanations varying time and spatial scales. (P: 7, CC: 3, CI: ESS2) Emphasis
arguments evidence the students construct, defend is on how processes like erosion, deposition, mountain
and ideas to and revise their building, and volcanism affect the surface of Earth. Some
others interpretations when processes, like mountain building take a long time. Other
presented with new evidence, processes, like landslides, happen quickly. Examples may
critically evaluate the scientific include how weathering, erosion and glacial activity have
arguments of others, and shaped the surface of Minnesota.
present counterarguments.

6 4 4.2 4.2.2 Students will be able to ESS: Earth’s 6E.4.2.2.1 Communicate how a series of models, including
Communicati Obtaining, gather information about and Place in the those used by Minnesota American Indian Tribes and
ng reasons, evaluating communicate the methods Universe communities and other cultures, are used to explain how
arguments and that are used by various motion in the Earth-Sun-Moon system causes the cyclic
and ideas to communicat cultures, especially those of patterns of lunar phases, eclipses and seasons. (P: 8, CC: 1, CI:
others ing Minnesota American Indian ESS1) Examples of cultures may include those within the local
information Tribes and communities, to context of the learning community and within the context of
develop explanations of Minnesota. Emphasis is on students questioning the
phenomena and design limitations of their models and revising them to account for
solutions to problems. new observations. Models may be physical, graphical or
conceptual.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 47 May 2022
Grade Strand Substrand Standard Content Area Benchmark

7 1 Exploring 1.1 Asking 1.1.1 Students will be able to LS: From 7L.1.1.1.1 Ask questions about the processes and outcomes
phenomena questions ask questions about aspects of Molecules to of various methods of communication between cells of
or and defining the phenomena they observe, Organisms: multicellular organisms. (P: 1, CC: 6, CI: LS1) Examples of
engineering problems the conclusions they draw Structures questions about processes and outcomes may include
problems from their models or scientific and questions about disruptions to normal communication
investigations, each other’s Processes processes in the human body, such as in cancer, diabetes,
ideas, and the information paralysis, or other disorders.
they read.

7 1 Exploring 1.1 Asking 1.1.1 Students will be able to LS: Heredity: 7L.1.1.1.2 Ask questions that arise from careful observations
phenomena questions ask questions about aspects of inheritance of phenomena or models to clarify and/or seek additional
or and defining the phenomena they observe, and Variation information about how changes in genes can affect
engineering problems the conclusions they draw of Traits organisms. (P: 1, CC: 6, CI: LS3) Examples of changes may
problems from their models or scientific include neutral, harmful, or beneficial effects to the structure
investigations, each other’s and function of the organism.
ideas, and the information
they read.

7 1 Exploring 1.2 Planning 1.2.1 Students will be able to LS: From 7L.1.2.1.1 Conduct an investigation to provide evidence that
phenomena and carrying design and conduct Molecules to living things are made of cells, either one cell or many
or out investigations in the Organisms: different numbers and types of cells. (P: 3, CC: 3, CI: LS1)
engineering investigatio classroom, laboratory, and/or Structures Emphasis is on developing evidence that living things are
problems ns field to test students’ ideas and made of cells, distinguishing between living and non-living
and questions, and will Processes things, and understanding that living things may be made of
organize and collect data to one cell or of many and varied cells.
provide evidence to support
claims the students make
about phenomena.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 48 May 2022
Grade Strand Substrand Standard Content Area Benchmark

7 2 Looking at 2.1 2.1.1 Students will be able to LS: 7L.2.1.1.1 Analyze and interpret data to provide evidence for
data and Analyzing represent observations and Ecosystems: the effects of resource availability on organisms and
empirical and data in order to recognize Interactions, populations of organisms in an ecosystem.** (P: 4, CC: 2, CI:
evidence to interpreting patterns in the data, the Energy, and LS2) Emphasis is on cause and effect relationships between
understand data meaning of those patterns, Dynamics resources and growth of individual organisms and the
phenomena and possible relationships number or organisms in ecosystems during periods of
or solve between variables. abundant and scarce resources. Examples may include
problems populations of MN deer, moose, wolf, scavengers or aquatic
populations in Lake Superior or algal blooms in lakes and
ponds. Examples of evidence may include the use of flow
charts to organize and sequence the algorithm, and to show
relationships.

7 2 Looking at 2.1 2.1.1 Students will be able to LS: Biological 7L.2.1.1.2 Analyze and interpret data for patterns in the fossil
data and Analyzing represent observations and Evolution: record that document the existence, diversity, extinction, and
empirical and data in order to recognize Unity and change of life forms throughout the history of life on Earth.
evidence to interpreting patterns in the data, the Diversity (P: 4, CC: 1, CI: LS4) Emphasis is on finding patterns of
understand data meaning of those patterns, changes in the level of complexity of anatomical structures in
phenomena and possible relationships organisms and the chronological order of fossil appearance in
or solve between variables. the rock layers.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 49 May 2022
Grade Strand Substrand Standard Content Area Benchmark

7 2 Looking at 2.1 2.1.1 Students will be able to LS: Biological 7L.2.1.1.3 Analyze visual data to compare patterns of
data and Analyzing represent observations and Evolution: similarities in the embryological development across multiple
empirical and data in order to recognize Unity and species to identify relationships not evident in the fully
evidence to interpreting patterns in the data, the Diversity formed anatomy. (P: 4, CC: 1, CI: LS4) Emphasis is on
understand data meaning of those patterns, inferring general patterns of relatedness among embryos of
phenomena and possible relationships different organisms by comparing their macroscopic
or solve between variables. appearances in diagrams or pictures.
problems

7 2 Looking at 2.2 Using 2.2.1 Students will be able to LS: Biological 7L.2.2.1.1 Use an algorithm to explain how natural selection
data and mathematic use mathematics to represent Evolution: may lead to increases and decreases of specific traits in
empirical s and physical variables and their Unity and populations.** (P: 5, CC: 2, CI: LS4) Emphasis is on using
evidence to computatio relationships; compare Diversity proportional reasoning to develop mathematical models,
understand nal thinking mathematical expressions to probability statements, or simulations to support
phenomena the real world; and engage in explanations of trends in changes to populations over time.
or solve computational thinking as they
problems use or develop algorithms to
describe the natural or
designed worlds.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 50 May 2022
Grade Strand Substrand Standard Content Area Benchmark

7 3 Developing 3.1 3.1.1 Students will be able to LS: From 7L.3.1.1.1 Develop and use a model to describe the function
possible Developing develop, revise, and use Molecules to of a cell as a whole and describe the way cell parts contribute
explanations and using models to represent the Organisms: to the cell’s function. (P: 2, CC: 6, CI: LS1) Emphasis is on the
of models students’ understanding of Structures cell functioning as a whole system and the primary role of
phenomena phenomena or systems as they and identified parts of the cell, specifically the nucleus,
or designing develop questions, predictions Processes chloroplasts, mitochondria, cell membrane, and cell wall.
solutions to and/or explanations, and
engineering communicate ideas to others.
problems

7 3 Developing 3.1 3.1.1 Students will be able to LS: From 7L.3.1.1.2 Develop and use a model to describe how food is
possible Developing develop, revise, and use Molecules to rearranged through chemical reactions forming new
explanations and using models to represent the Organisms: molecules that support growth and/or release energy as this
of models students’ understanding of Structures matter moves through an organism. (P: 2, CC: 5, CI: LS1)
phenomena phenomena or systems as they and Emphasis is on describing that molecules are broken apart
or designing develop questions, predictions Processes and put back together and that in this process, energy is
solutions to and/or explanations, and released. Examples may include models of sugar breakdown
engineering communicate ideas to others. into molecules of glucose that power our bodies, or protein
problems breakdown into amino acids that are later reassembled to
create body structures.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 51 May 2022
Grade Strand Substrand Standard Content Area Benchmark

7 3 Developing 3.1 3.1.1 Students will be able to LS: 7L.3.1.1.3 Develop and use a model to describe the cycling of
possible Developing develop, revise, and use Ecosystems: matter and flow of energy among living and nonliving parts of
explanations and using models to represent the Interactions, an ecosystem. (P: 2, CC: 5, CI: LS2) Emphasis is on describing
of models students’ understanding of Energy, and the conservation of matter and flow of energy into and out of
phenomena phenomena or systems as they Dynamics various ecosystems.
or designing develop questions, predictions
solutions to and/or explanations, and
engineering communicate ideas to others.
problems

7 3 Developing 3.1 3.1.1 Students will be able to LS: Heredity: 7L.3.1.1.4 Develop and use a model to describe why asexual
possible Developing develop, revise, and use Inheritance reproduction results in offspring with identical genetic
explanations and using models to represent the and Variation information and sexual reproduction results in offspring with
of models students’ understanding of of Traits genetic variation. (P: 2, CC: 2, CI: LS3) Emphasis is on using
phenomena phenomena or systems as they models, such as Punnett squares, diagrams, and simulations
or designing develop questions, predictions to describe the cause and effect relationship of gene
solutions to and/or explanations, and transmission from parent(s) to offspring and resulting genetic
engineering communicate ideas to others. variations.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 52 May 2022
Grade Strand Substrand Standard Content Area Benchmark

7 3 Developing 3.2 3.2.1 Students will be able to LS: From 7L.3.2.1.1 Construct an explanation based on evidence for
possible Constructin apply scientific principles and Molecules to how environmental and genetic factors influence the growth
explanations g empirical evidence (primary or Organisms: of organisms and/or populations. (P: 6, CC: 2, CI: LS1, ETS2)
of explanation secondary) to explain the Structures Examples of environmental factors may include local
phenomena s and causes of phenomena or and environmental conditions such as availability of food, light,
or designing designing identify weaknesses in Processes space, and water. Examples of genetic factors may include
solutions to solutions explanations developed by the large breed cattle and species of grass affecting growth of
engineering students or others. organisms. Examples of evidence may include drought
problems decreasing plant growth, fertilizer increasing plant growth,
different varieties of plant seeds growing at different rates in
different conditions, and fish growing larger in large ponds
than they do in small ponds. Examples of human activity may
include agricultural practices, phosphorus and nitrogen
loading in lakes, hybridization and breeding practices.

7 3 Developing 3.2 3.2.1 Students will be able to LS: From 7L.3.2.1.2 Construct an explanation based on evidence for the
possible Constructin apply scientific principles and Molecules to role of photosynthesis in the cycling of matter and flow of
explanations g empirical evidence (primary or Organisms: energy into and out of organisms. (P: 6, CC: 2, CI: LS1)
of explanation secondary) to explain the Structures Emphasis of the core idea is on plants and algae using energy
phenomena s and causes of phenomena or and from light to make sugars (food for themselves and as an
or designing designing identify weaknesses in Processes energy source for other organisms) from carbon dioxide
solutions to solutions explanations developed by the (from air) and water, and in the process releasing oxygen.
engineering students or others.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 53 May 2022
Grade Strand Substrand Standard Content Area Benchmark

7 3 Developing 3.2 3.2.1 Students will be able to LS: Biological 7L.3.2.1.3 Apply scientific ideas to construct an explanation
possible Constructin apply scientific principles and Evolution: for the anatomical similarities and differences among modern
explanations g empirical evidence (primary or Unity and organisms and between modern and fossil organisms to infer
of explanation secondary) to explain the Diversity evolutionary relationships. (P: 6, CC: 1, CI: LS4) Emphasis is on
phenomena s and causes of phenomena or explanations of the evolutionary relationships among
or designing designing identify weaknesses in organisms in terms of similarities or differences of the gross
solutions to solutions explanations developed by the appearance of anatomical structures.
engineering students or others.
problems

7 3 Developing 3.2 3.2.1 Students will be able to LS: Biological 7L.3.2.1.4 Construct an explanation based on evidence that
possible Constructin apply scientific principles and Evolution: describes how genetic variations of traits in a population
explanations g empirical evidence (primary or Unity and increase some individuals’ probability of surviving and
of explanation secondary) to explain the Diversity reproducing in a specific environment. (P: 6, CC: 2, CI: LS4)
phenomena s and causes of phenomena or Emphasis is on using simple probability statements and
or designing designing identify weaknesses in proportional reasoning to construct explanations.
solutions to solutions explanations developed by the
engineering students or others.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 54 May 2022
Grade Strand Substrand Standard Content Area Benchmark

7 4 4.1 Engaging 4.1.1 Students will be able to LS: From 7L.4.1.1.1 Support or refute an explanation by arguing from
Communicati in argument engage in argument from Molecules to evidence for how the body is a system of interacting
ng reasons, from evidence for the explanations Organisms: subsystems composed of groups of cells. (P: 7, CC: 4, CI: LS1)
arguments evidence the students construct, defend Structures Emphasis is on the conceptual understanding that cells form
and ideas to and revise their and tissues and tissues form organs specialized for particular body
others interpretations when Processes functions. Examples may include arguments that deal with
presented with new evidence, the interaction of subsystems within a system and the normal
critically evaluate the scientific functioning of those systems.
arguments of others, and
present counter arguments.

7 4 4.1 Engaging 4.1.1 Students will be able to LS: From 7L.4.1.1.2 Support or refute an explanation by arguing from
Communicati in argument engage in argument from Molecules to evidence and scientific reasoning for how animal behavior
ng reasons, from evidence for the explanations Organisms: and plant structures affect the probability of successful
arguments evidence the students construct, defend Structures reproduction. (P: 7, CC: 2, CI: LS1) Examples of behaviors that
and ideas to and revise their and affect the probability of animal reproduction may include
others interpretations when Processes nest building to protect young, herding of animals to protect
presented with new evidence, young from predators, and vocalization and/or colorful
critically evaluate the scientific plumage to attract mates for breeding. Examples of animal
arguments of others, and behaviors that affect the probability of plant reproduction
present counterarguments. may include transferring pollen or seeds, and creating
conditions for seed germination and growth. Examples of
plant structures may include bright flowers attracting
butterflies that transfer pollen, flower nectar and odors that
attract insects that transfer pollen, and hard shells on nuts
that squirrels bury.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 55 May 2022
Grade Strand Substrand Standard Content Area Benchmark

7 4 4.1 Engaging 4.1.2 Students will be able to LS: 7L.4.1.2.1 Construct an argument supported by empirical
Communicati in argument argue from evidence to justify Ecosystems: evidence that changes in physical or biological components of
ng reasons, from the best solution to a problem Interactions, an ecosystem affect populations.* (P: 7, CC: 7, CI: LS2)
arguments evidence or to compare and evaluate Energy, and Emphasis is on recognizing patterns in data and making
and ideas to competing designs, ideas, or Dynamics warranted inferences about changes in populations, and on
others methods.* evaluating empirical evidence supporting arguments about
changes and/or impacts to ecosystems. Examples of physical
components may include human-built structures like urban
developments or dams.

7 4 4.1 Engaging 4.1.2 Students will be able to LS: 7L.4.1.2.2 Evaluate competing design solutions for
Communicati in argument argue from evidence to justify Ecosystems: maintaining biodiversity or ecosystem services.* (P: 7, CC: 2,
ng reasons, from the best solution to a problem Interactions, CI: LS2, ETS2) Emphasis is on evaluating a solution that
arguments evidence or to compare and evaluate Energy, and reduces environmental harm while still benefiting humans.
and ideas to competing designs, ideas, or Dynamics Examples of ecosystem services (natural processes within
others methods.* ecosystems that humans also benefit from) may include
water purification as it cycles through Earth’s systems,
nutrient recycling, climate stabilization, decomposition of
wastes, and pollination. Examples of design solution
constraints may include scientific, economic, and social
considerations.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 56 May 2022
Grade Strand Substrand Standard Content Area Benchmark

7 4 4.2 4.2.2 Students will be able to LS: 7L.4.2.2.1 Gather multiple sources of information and
Communicati Obtaining, gather information about and Ecosystems: communicate how Minnesota American Indian Tribes and
ng reasons, evaluating communicate the methods Interactions, communities and other cultures use knowledge to predict or
arguments and that are used by various Energy, and interpret patterns of interactions among organisms across
and ideas to communicat cultures, especially those of Dynamics multiple ecosystems. (P: 8, CC: 1, CI: LS2, ETS2) Examples of
others ing Minnesota American Indian cultures may include those within the local context of the
information Tribes and communities, to learning community and within the context of Minnesota.
develop explanations of Emphasis is on predicting consistent patterns of interactions
phenomena and design in different ecosystems in terms of the relationships among
solutions to problems. and between organisms and abiotic components of
ecosystems. Examples of types of interactions may include
competition, predation and mutualism.

8 1 Exploring 1.1 Asking 1.1.1 Students will be able to PS: Matter 8P.1.1.1.1 Ask questions about locations of common
phenomena questions ask questions about aspects of and Its elements on the periodic table to note patterns in the
or and defining the phenomena they observe, Interactions properties of similarly grouped elements. (P: 1, CC: 1, CI: PS1)
engineering problems the conclusions they draw Emphasis is on the similar properties within columns of the
problems from their models or scientific periodic table. Examples of questions that students may think
investigations, each other’s to ask may include, how are the properties of elements in a
ideas, and the information column similar and different?
they read.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 57 May 2022
Grade Strand Substrand Standard Content Area Benchmark

8 1 Exploring 1.1 Asking 1.1.1 Students will be able to PS: Motion 8P.1.1.1.2 Ask questions about data to determine the factors
phenomena questions ask questions about aspects of and Stability: that affect the strength of electric and magnetic forces. (P: 1,
or and defining the phenomena they observe, Forces and CC: 2, CI: PS2) Examples of data may include the number of
engineering problems the conclusions they draw Interactions turns of wire in a coil, the strength of magnets, and the
problems from their models or scientific current through the wire and their effect on the speed of
investigations, each other’s rotation in a simple motor.
ideas, and the information
they read.

8 1 Exploring 1.2 Planning 1.2.1 Students will be able to PS: Matter 8P.1.2.1.1 Plan and conduct an investigation of changes in
phenomena and carrying design and conduct and Its pure substances when thermal energy is added or removed
or out investigations in the Interactions and relate those changes to particle motion. (P: 3, CC: 2, CI:
engineering investigatio classroom, laboratory, and/or PS1) Emphasis is on qualitative molecular-level models of
problems ns field to test students’ ideas solids, liquids, and gases to show that adding or removing
and questions, and will thermal energy increases or decreases kinetic energy of the
organize and collect data to particles until a change of state occurs.
provide evidence to support
claims the students make
about phenomena.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 58 May 2022
Grade Strand Substrand Standard Content Area Benchmark

8 1 Exploring 1.2 Planning 1.2.1 Students will be able to PS: Motion 8P.1.2.1.2 Plan and conduct an investigation to provide
phenomena and carrying design and conduct and Stability: evidence that the change in an object’s motion depends on
or out investigations in the Forces and the sum of the forces on the object and the mass of the
engineering investigatio classroom, laboratory, and/or Interactions object. (P: 3, CC: 7, CI: PS2) Emphasis is on balanced
problems ns field to test students’ ideas (Newton’s First Law) and unbalanced forces in a system,
and questions, and will qualitative comparisons of forces, mass and changes in
organize and collect data to motion (Newton’s Second Law), frame of reference, and
provide evidence to support specification of units.
claims the students make
about phenomena.

8 1 Exploring 1.2 Planning 1.2.1 Students will be able to PS: Motion 8P.1.2.1.3 Conduct an investigation and evaluate the
phenomena and carrying design and conduct and Stability: experimental design to provide evidence that fields exist
or out investigations in the Forces and between objects exerting forces on each other even though
engineering investigatio classroom, laboratory, and/or Interactions the objects are not in contact. (P: 3, CC: 2, CI: PS2) Examples
problems ns field to test students’ ideas of this phenomenon may include the interactions of magnets,
and questions, and will electrically-charged strips of tape, and electrically-charged
organize and collect data to pith balls. Examples of investigations may include first-hand
provide evidence to support experiences or simulations.
claims the students make
about phenomena.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 59 May 2022
Grade Strand Substrand Standard Content Area Benchmark

8 1 Exploring 1.2 Planning 1.2.1 Students will be able to PS: Energy 8P.1.2.1.4 Plan and conduct an investigation to determine
phenomena and carrying design and conduct how the temperature of a substance is affected by the
or out investigations in the transfer of energy, the amount of mass, and the type of
engineering investigatio classroom, laboratory, and/or matter. (P: 3, CC: 2, CI: PS3) Emphasis is on conceptualizing
problems ns field to test students’ ideas temperature as the average kinetic energy of a substance’s
and questions, and will particles. Examples of investigations may include comparing
organize and collect data to final water temperatures after different masses of ice melt in
provide evidence to support equal volumes of water with the same initial temperature,
claims the students make and temperature changes of different materials with the
about phenomena. same mass as they heat or cool in the environment.

8 2 Looking at 2.1 2.1.1 Students will be able to PS: Matter 8P.2.1.1.1 Analyze and interpret data on the properties of
data and Analyzing represent observations and and Its substances before and after the substances interact to
empirical and data in order to recognize Interactions determine if a chemical reaction has occurred. (P: 4, CC: 1, CI:
evidence to interpreting patterns in the data, the PS1) Examples of reactions may include burning sugar or steel
understand data meaning of those patterns, wool, fat reacting with sodium hydroxide, and mixing zinc
phenomena and possible relationships with hydrogen chloride. Examples of properties may include
or solve between variables. density, melting point, boiling point, solubility, flammability,
problems and odor.

8 2 Looking at 2.1 2.1.1 Students will be able to PS: Energy 8P.2.1.1.2 Construct and interpret graphical displays of data
data and Analyzing represent observations and to describe the relationship of kinetic energy to the mass and
empirical and data in order to recognize speed of an object. (P: 4, CC: 3, CI: PS3) Emphasis is on
evidence to interpreting patterns in the data, the descriptive relationships between kinetic energy and mass
understand data meaning of those patterns, separately from kinetic energy and speed. Examples may
phenomena and possible relationships include riding a bicycle at different speeds, rolling different
or solve between variables. sizes of rocks downhill, and getting hit by a Wiffle ball versus
problems a tennis ball.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 60 May 2022
Grade Strand Substrand Standard Content Area Benchmark

8 2 Looking at 2.2 Using 2.2.1 Students will be able to PS: Waves 8P.2.2.1.1 Use mathematical representations to describe a
data and mathematic use mathematics to represent and Their simple model for waves that includes how the amplitude of a
empirical s and physical variables and their Applications wave is related to the energy in a wave. (P: 5, CC: 1, CI: PS4)
evidence to computatio relationships, compare in Emphasis is on describing waves (standard repeating waves)
understand nal thinking mathematical expressions to Technologies with both qualitative and quantitative thinking. Not included
phenomena the real world, and engage in for is electromagnetic waves.
or solve computational thinking as they Information
problems use or develop algorithms to Transfer
describe the natural or
designed worlds.

8 2 Looking at 2.2 Using 2.2.1 Students will be able to PS: Energy 8P.2.2.1.2 Create a computer program to illustrate the
data and mathematic use mathematics to represent transfer of energy within a system where energy changes
empirical s and physical variables and their form.** (P: 5, CC: 7, CI: PS3) Emphasis of the programming
evidence to computatio relationships, compare skills is the use of sequences, events and conditionals.
understand nal thinking mathematical expressions to Examples of a system may include a roller coaster, a
phenomena the real world, and engage in pendulum, an electric water heater, and a solar electric
or solve computational thinking as they collector.
problems use or develop algorithms to
describe the natural or
designed worlds.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 61 May 2022
Grade Strand Substrand Standard Content Area Benchmark

8 3 Developing 3.1 3.1.1 Students will be able to PS: Matter 8P.3.1.1.1 Develop models to describe the atomic
possible Developing develop, revise, and use and Its composition of simple molecules and crystals. (P: 2, CC: 3, CI:
explanations and using models to represent the Interactions PS1) Emphasis is on developing models of molecules that vary
of models students’ understanding of in complexity. Examples of simple molecules may include
phenomena phenomena or systems as they ammonia and methane. Examples of crystal structures may
or designing develop questions, predictions include sodium chloride or quartz, pyrite or diamonds. Does
solutions to and/or explanations, and not include valence electrons and bonding energy, discussing
engineering communicate ideas to others. the ionic nature of subunits of complex structures, or a
problems complete description of all individual atoms in a complex
molecule or crystal structure.

8 3 Developing 3.1 3.1.1 Students will be able to PS: Matter 8P.3.1.1.2 Develop and use a model to describe how the total
possible Developing develop, revise, and use and Its number of atoms does not change in a chemical reaction and
explanations and using models to represent the Interactions thus mass is conserved. (P: 2, CC: 5, CI: PS1) Emphasis is on
of models students’ understanding of the law of conservation of matter. Examples of models may
phenomena phenomena or systems as they include physical models, digital formats, or drawings which
or designing develop questions, predictions represent atoms. Not included are atomic masses, balancing
solutions to and/or explanations, and symbolic equations, or intermolecular forces.
engineering communicate ideas to others.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 62 May 2022
Grade Strand Substrand Standard Content Area Benchmark

8 3 Developing 3.1 3.1.1 Students will be able to PS: Energy 8P.3.1.1.3 Develop and revise a model to describe that when
possible Developing develop, revise, and use the arrangement of objects interacting at a distance changes,
explanations and using models to represent the different amounts of potential energy are stored in the
of models students’ understanding of system. (P: 2, CC: 5, CI: PS3) Emphasis is on relative amounts
phenomena phenomena or systems as they of potential energy and not on calculations of potential
or designing develop questions, predictions energy. Examples of objects within systems interacting at
solutions to and/or explanations, and varying distances may include: the Earth and either a roller
engineering communicate ideas to others. coaster cart at varying positions on a hill or objects at varying
problems heights on shelves, changing the direction/orientation of a
magnet, and a balloon with static electrical charge being
brought closer to a classmate’s hair. Examples of models may
include representations, diagrams, pictures, and written
descriptions of systems.

8 3 Developing 3.1 3.1.1 Students will be able to PS: Waves 8P.3.1.1.4 Develop and use a model to qualitatively describe
possible Developing develop, revise, and use and Their that waves are reflected, absorbed, or transmitted through
explanations and using models to represent the Applications various materials. (P: 2, CC: 4, CI: PS4) Emphasis is on both
of models students’ understanding of in light and mechanical waves. Examples of models may include
phenomena phenomena or systems as they Technologies drawings, simulations, a storyboard/diagram and written
or designing develop questions, predictions and descriptions.
solutions to and/or explanations, and Information
engineering communicate ideas to others. Transfer
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 63 May 2022
Grade Strand Substrand Standard Content Area Benchmark

8 3 Developing 3.2 3.2.1 Students will be able to PS: Matter 8P.3.2.1.1 Construct an explanation based on evidence and
possible Constructin apply scientific principles and and Its scientific principles of a common phenomenon that can be
explanations g empirical evidence (primary or Interactions explained by the motions of molecules. (P: 6, CC: 3, CI: PS1)
of explanation secondary) to explain the Emphasis of the core idea is that the movement of small
phenomena s and causes of phenomena or particles (atoms or molecules) can explain the behavior of
or designing designing identify weaknesses in macroscopic phenomena. Examples of phenomena may
solutions to solutions explanations developed by the include expansion of balloons, diffusion of odors, and
engineering students or others. pressure changes in gases due to heating and cooling.
problems

8 3 Developing 3.2 3.2.2 Students will be able to PS: Matter 8P.3.2.2.1 Construct, test and modify a device that either
possible Constructin use their understanding of and Its releases or absorbs thermal energy by chemical processes.*
explanations g scientific principles and the Interactions (P: 6, CC: 5, CI: PS1, ETS1) Emphasis is on the design,
of explanation engineering design process to controlling the transfer of energy to the environment, and
phenomena s and design solutions that meet modification of a device using factors such as type and
or designing designing established criteria and concentration of a substance. Examples of chemical reactions
solutions to solutions constraints.* include dissolving ammonium chloride or calcium chloride in
engineering water.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 64 May 2022
Grade Strand Substrand Standard Content Area Benchmark

8 3 Developing 3.2 3.2.2 Students will be able to PS: Motion 8P.3.2.2.2 Design a solution to a problem involving the
possible Constructin use their understanding of and Stability: motion of two colliding objects using Newton’s 3rd Law.* (P:
explanations g scientific principles and the Forces and 6, CC: 4, CI: PS2, ETS1) Examples of practical problems may
of explanation engineering design process to Interactions include the impact of one dimensional collisions between two
phenomena s and design solutions that meet cars, between a car and stationary objects, and between a
or designing designing established criteria and meteor and a space vehicle.
solutions to solutions constraints.*
engineering
problems

8 3 Developing 3.2 3.2.2 Students will be able to PS: Energy 8P.3.2.2.3 Design, construct, and test a device that either
possible Constructin use their understanding of minimizes or maximizes thermal energy transfer.* (P: 6, CC: 5,
explanations g scientific principles and the CI: PS3, ETS1) Emphasis is on using scientific principles to
of explanation engineering design process to design the device. Examples of devices may include an
phenomena s and design solutions that meet insulated box, a solar cooker, and a foam cup.
or designing designing established criteria and
solutions to solutions constraints.*
engineering
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 65 May 2022
Grade Strand Substrand Standard Content Area Benchmark

8 4 4.1 Engaging 4.1.1 Students will be able to PS: Motion 8P.4.1.1.1 Construct and present arguments using evidence
Communicati in argument engage in argument from and Stability: to support the claim that gravitational interactions are
ng reasons, from evidence for the explanations Forces and attractive and depend on the masses of interacting objects.
arguments evidence the students construct, defend Interactions (P: 7, CC: 3, CI: PS2) Examples of evidence for arguments may
and ideas to and revise their include data generated from simulations or digital tools; and
others interpretations when charts displaying mass, strength of interaction, distance from
presented with new evidence, the Sun, and orbital periods of objects within the solar
critically evaluate the scientific system. Not included are Newton’s Law of Gravitation or
arguments of others, and Kepler’s Laws.
present counterarguments.

8 4 4.1 Engaging 4.1.1 Students will be able to PS: Energy 8P.4.1.1.2 Compare and evaluate evidence to support the
Communicati in argument engage in argument from claim that when the kinetic energy of an object changes,
ng reasons, from evidence for the explanations energy is transferred to or from the object. (P: 7, CC: 5, CI:
arguments evidence the students construct, defend PS3) Examples of empirical evidence used in the students’
and ideas to and revise their arguments may include the temperature or motion of an
others interpretations when object before and after an energy transfer.
presented with new evidence,
critically evaluate the scientific
arguments of others, and
present counterarguments.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 66 May 2022
Grade Strand Substrand Standard Content Area Benchmark

8 4 4.2 4.2.1 Students will be able to PS: Matter 8P.4.2.1.1 Gather and evaluate information from multiple
Communicati Obtaining, read and interpret multiple and Its sources to describe that synthetic materials come from
ng reasons, evaluating sources to obtain information, Interactions natural resources and impact society. (P: 8, CC: 6, CI: PS1)
arguments and evaluate the merit and validity Emphasis of the practice is to synthesize information from
and ideas to communicat of claims and design solutions, multiple appropriate sources and assess the credibility,
others ing and communicate accuracy and possible bias of each publication. Emphasis is on
information information, ideas, and natural resources that undergo a chemical process to form
evidence in a variety of the synthetic material. Examples of new materials may
formats. include plastic, medicines, foods, and alternative fuels.

8 4 4.2 4.2.1 Students will be able to PS: Waves 8P.4.2.1.2 Integrate qualitative scientific and technical
Communicati Obtaining, read and interpret multiple and Their information to support the claim that digitized signals are a
ng reasons, evaluating sources to obtain information, Applications more reliable way to encode and transmit information than
arguments and evaluate the merit and validity in analog signals.** (P: 8, CC: 6, CI: PS4) Emphasis of the
and ideas to communicat of claims and design solutions, Technologies practice is on using information to support and clarify claims.
others ing and communicate and Emphasis of the core idea is on understanding that waves
information information, ideas, and Information (encoded both analog and digitally) can be used for
evidence in a variety of Transfer communication purposes. Examples of encoding and
formats. transmitting information may include using fiber optic cable
to transmit light pulses, radio wave pulses in wifi devices, and
conversion of stored binary patterns to make sound or text
on a computer screen.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 67 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 1 Exploring 1.1 Asking 1.1.1 Students will be able to ESS: Earth’s 9E.1.1.1.1 Ask questions to clarify how seismic energy
Earth phenomena questions ask questions about aspects of Systems traveling through Earth’s interior can provide evidence for
and or and defining the phenomena they observe, Earth’s internal structure. (P: 1, CC: 6,CI: ESS2) Emphasis is on
Space engineering problems the conclusions they draw how wave propagation depends on the density of the
Science problems from their models or scientific medium through which the wave travels, and how seismic
investigations, each other’s data is used to support the idea of a layered earth.
ideas, and the information
they read.

9-12 1 Exploring 1.2 Planning 1.2.1 Students will be able to ESS: Earth’s 9E.1.2.1.1 Plan and conduct an investigation of the properties
Earth phenomena and carrying design and conduct Systems of water and its effects on Earth materials and surface
and or out investigations in the processes. (P: 3, CC: 6, CI: ESS2) Emphasis is on physical and
Space engineering investigatio classroom, laboratory, and/or chemical investigations with water and a variety of solid
Science problems ns field to test students’ ideas materials to provide the evidence for how processes in the
and questions, and will water cycle and rock cycle interact. Examples of physical
organize and collect data to investigations may include transportation and deposition of
provide evidence to support various sediment types and sizes, erosion of surfaces with
claims the students make varying amounts of soil moisture content and/or ground
about phenomena. cover, or frost wedging by the expansion of water as it
freezes. Examples of chemical investigations may include
chemical weathering and recrystallization (by testing the
solubility of different materials) or melt generation (by
examining how water lowers the melting temperature of
most solids). Examples specific to Minnesota may include
chemical weathering of limestone to create karst topography.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 68 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 1 Exploring 1.2 Planning 1.2.1 Students will be able to ESS: Earth 9E.1.2.1.2 Plan and conduct an investigation of the properties
Earth phenomena and carrying design and conduct and Human of soils to model the effects of human activity on soil
and or out investigations in the Activity resources. (P: 3, CC: 2, CI: ESS3, ETS2) Emphasis is on
Space engineering investigatio classroom, laboratory, and/or identifying variables to test, developing a workable
Science problems ns field to test students’ ideas experimental design, and identifying limitations of the data.
and questions, and will Examples of variables may include soil type and composition
organize and collect data to (particularly those found in Minnesota), erosion rate, water
provide evidence to support infiltration rates, nutrient profiles, soil conservation practices,
claims the students make or specific crop requirements.
about phenomena.

9-12 2 Looking at 2.1 2.1.1 Students will be able to ESS: Earth’s 9E.2.1.1.1 Analyze data to make a valid scientific claim about
Earth data and Analyzing represent observations and Place in the the way stars, over their life cycle, produce elements. (P: 4,
and empirical and data in order to recognize Universe CC: 5, CI: ESS1) Emphasis is on the way nucleosynthesis, and
Space evidence to interpreting patterns in the data, the therefore the different elements created, varies as a function
Science understand data meaning of those patterns, of the mass of a star and the stage of its lifetime.
phenomena and possible relationships
or solve between variables.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 69 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 2 Looking at 2.1 2.1.1 Students will be able to ESS: Earth’s 9E.2.1.1.2 Analyze geoscience data to make a claim that one
Earth data and Analyzing represent observations and Systems change to the Earth’s surface can create feedbacks that cause
and empirical and data in order to recognize changes to other Earth systems. (P: 4, CC: 7, CI: ESS2, ETS2)
Space evidence to interpreting patterns in the data, the Emphasis is on using data analysis tools and techniques in
Science understand data meaning of those patterns, order to make valid scientific claims. Examples may include
phenomena and possible relationships climate feedback mechanisms, such as how an increase in
or solve between variables. greenhouse gases causes a rise in global temperatures that
problems melt glaciers and sea ice, which reduces the amount of
sunlight reflected from the Earth’s surface (albedo),
increasing surface temperatures and further reducing the
amount of ice. Examples may also be taken from other
system interactions, such as how the loss of ground
vegetation causes an increase in water runoff and soil
erosion; how dammed rivers increase groundwater recharge,
decrease sediment transport, and increase coastal erosion; or
how the loss of wetlands causes a decrease in local humidity
that further reduces the wetland extent and longevity.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 70 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 2 Looking at 2.1 2.1.1 Students will be able to ESS: Earth 9E.2.1.1.3 Analyze geoscience data and the results from
Earth data and Analyzing represent observations and and Human global climate models to make an evidence-based forecast of
and empirical and data in order to recognize Activity the current rate of global or regional climate change and
Space evidence to interpreting patterns in the data, the associated future impacts to Earth’s systems and human
Science understand data meaning of those patterns, infrastructure.* (P: 4, CC: 7, ESS3, ETS1) Examples of evidence
phenomena and possible relationships (for both data and climate model outputs) may include
or solve between variables. precipitation and temperature and their associated impacts
problems on sea level, glacial ice volumes, and atmosphere and ocean
composition. Engineering examples may include using climate
change data (rising sea levels) to evaluate the impact on the
ability of sewer systems to handle runoff or of existing wells
to produce potable water.

9-12 2 Looking at 2.2 Using 2.2.1 Students will be able to ESS: Earth’s 9E.2.2.1.1 Use mathematical and computational
Earth data and mathematic use mathematics to represent Place in the representations to predict the motion of natural and human-
and empirical s and physical variables and their Universe made objects that are in orbit in the solar system.** (P: 5, CC:
Space evidence to computatio relationships; compare 3, CI: ESS1, ETS2) Emphasis is on Kepler’s laws of planetary
Science understand nal thinking mathematical expressions to motion and Newtonian gravitational laws governing orbital
phenomena the real world; and engage in motions, which apply to human-made satellites as well as
or solve computational thinking as they planets and moons.
problems use or develop algorithms to
describe the natural or
designed worlds.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 71 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 2 Looking at 2.2 Using 2.2.1 Students will be able to ESS: Earth’s 9E.2.2.1.2 Develop a computational model, based on
Earth data and mathematic use mathematics to represent Systems observational data, experimental evidence, and chemical
and empirical s and physical variables and their theory, to describe the cycling of carbon among Earth’s
Space evidence to computatio relationships; compare systems.** (P: 2, CC: 5, CI: ESS2) Emphasis is on quantitative
Science understand nal thinking mathematical expressions to modeling of carbon as it cycles through the ocean, air, rock
phenomena the real world; and engage in (particularly limestone), soil, and organisms. Emphasis is also
or solve computational thinking as they on using empirical evidence and scientific reasoning to inform
problems use or develop algorithms to the algorithmic thinking about the conservation and cycling of
describe the natural or matter.
designed worlds.

9-12 2 Looking at 2.2 Using 2.2.1 Students will be able to ESS: Earth 9E.2.2.1.3 Develop or use an algorithmic representation,
Earth data and mathematic use mathematics to represent and Human based on investigations of causes and effects in complex
and empirical s and physical variables and their Activity Earth systems, to illustrate the relationships within some part
Space evidence to computatio relationships; compare of the Earth system and how human activity might affect
Science understand nal thinking mathematical expressions to those relationships. (P: 5, CC: 4, CI: ESS3, ETS2) Emphasis is on
phenomena the real world; and engage in students identifying the interacting components of a system,
or solve computational thinking as they mathematically modeling how those factors interact and
problems use or develop algorithms to accounting for the effects of human activity on the system.
describe the natural or Examples may include local systems in which natural and
designed worlds. human-influenced variables impact the amount of runoff.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 72 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 3 Developing 3.1 3.1.1 Students will be able to ESS: Earth’s 9E.3.1.1.1 Develop and use a model based on evidence to
Earth possible Developing develop, revise, and use Place in the illustrate the life span of the Sun and the role of nuclear
and explanations and using models to represent the Universe fusion in the Sun’s core to release energy that eventually
Space of models students’ understanding of reaches Earth in the form of radiation. (P: 2, CC: 3, CI: ESS1)
Science phenomena phenomena or systems as they Emphasis is on showing the relationships among the fuel,
or designing develop questions, predictions products and the energy transfer mechanisms that allow
solutions to and/or explanations, and energy from nuclear fusion in the Sun’s core to reach the
engineering communicate ideas to others. Earth. Examples of evidence that students might use include
problems the masses and lifetimes of other stars, as well as the ways
that the Sun’s radiation varies due to sudden solar flares,
sunspot cycles, and non-cyclic variations over the centuries.

9-12 3 Developing 3.1 3.1.1 Students will be able to ESS: Earth’s 9E.3.1.1.2 Develop and use a model based on evidence to
Earth possible Developing develop, revise, and use Systems explain how Earth’s internal and surface processes operate at
and explanations and using models to represent the different spatial and temporal scales to form continental and
Space of models students’ understanding of ocean floor features. (P: 2, CC: 7, CI: ESS2) Emphasis is on
Science phenomena phenomena or systems as they how the appearance of land features (such as mountains and
or designing develop questions, predictions valleys) and seafloor features (such as trenches and ridges)
solutions to and/or explanations, and are a result of both constructive mechanisms (such as
engineering communicate ideas to others. volcanism and tectonic motion) and destructive mechanisms
problems (such as weathering and coastal erosion). Examples specific to
Minnesota may include features formed relatively recently
during continental glaciation and volcanic features that have
long since been eroded away.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 73 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 3 Developing 3.1 3.1.1 Students will be able to ESS: Earth’s 9E.3.1.1.3 Develop and use a model to describe how unequal
Earth possible Developing develop, revise, and use Systems heating and rotation of the Earth cause patterns of
and explanations and using models to represent the atmospheric and oceanic circulation that determine regional
Space of models students’ understanding of climates. (P: 2, CC: 4, CI: ESS2) Emphasis is on how patterns
Science phenomena phenomena or systems as they vary by latitude, altitude, and geographic land distribution.
or designing develop questions, predictions Emphasis of atmospheric circulation is on the sunlight-driven
solutions to and/or explanations, and latitudinal banding, the Coriolis effect, and resulting
engineering communicate ideas to others. prevailing winds; emphasis of ocean circulation is on the
problems transfer of heat by the global ocean currents, which is
constrained by the Coriolis effect and the outlines of
continents. Examples of models may be diagrams, maps and
globes, or digital representations.

9-12 3 Developing 3.1 3.1.1 Students will be able to ESS: Earth’s 9E.3.1.1.4 Use a model to describe how variations in the flow
Earth possible Developing develop, revise, and use Systems of energy into and out of Earth’s systems result in changes in
and explanations and using models to represent the climate. (P: 2, CC: 2, CI: ESS2) Emphasis is on using a model to
Space of models students’ understanding of describe the mechanism for how energy flow affects changes
Science phenomena phenomena or systems as they in climate. Examples of the causes of climate change differ by
or designing develop questions, predictions timescale and may include: 1-10 years: large volcanic
solutions to and/or explanations, and eruptions, ocean circulation; 10-100s of years: changes in
engineering communicate ideas to others. human activity, ocean circulation, solar output; 10-100s of
problems thousands of years: changes to Earth’s orbit and the
orientation of its axis; and 10-100s of millions of years: long-
term changes in atmospheric composition.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 74 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 3 Developing 3.2 3.2.1 Students will be able to ESS: Earth’s 9E.3.2.1.1 Construct an explanation that links astronomical
Earth possible Constructin apply scientific principles and Place in the evidence of light spectra, motion of distant galaxies, and
and explanations g empirical evidence (primary or Universe composition of matter in the universe to the Big Bang. (P: 6,
Space of explanation secondary) to explain the CC: 5, CI: ESS1, ETS2) Emphasis is on how the redshift of light
Science phenomena s and causes of phenomena or from galaxies is an indication of cosmic expansion, on how
or designing designing identify weaknesses in the cosmic microwave background radiation is a remnant of
solutions to solutions explanations developed by the the Big Bang, and on how the observed composition of
engineering students or others. ordinary matter, primarily found in stars and interstellar
problems gases, matches that predicted by the Big Bang.

9-12 3 Developing 3.2 3.2.1 Students will be able to ESS: Earth’s 9E.3.2.1.2 Apply scientific reasoning and evidence from
Earth possible Constructin apply scientific principles and Place in the ancient Earth materials, meteorites, and other planetary
and explanations g empirical evidence (primary or Universe surfaces to construct an account of Earth’s formation and
Space of explanation secondary) to explain the early history. (P: 6, CC: 7, CI: ESS1) Emphasis of the practice is
Science phenomena s and causes of phenomena or on linking the evidence to the claims about Earth’s formation.
or designing designing identify weaknesses in Emphasis of the core idea is on using available evidence
solutions to solutions explanations developed by the within the solar system to reconstruct the early history of
engineering students or others. Earth. Examples of evidence include the absolute ages of
problems ancient materials, the sizes and compositions of solar system
objects, and the impact cratering record of planetary
surfaces.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 75 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 3 Developing 3.2 3.2.2 Students will be able to ESS: Earth 9E.3.2.2.1 Evaluate or refine a technological solution to
Earth possible Constructin use their understanding of and Human reduce the human impacts on a natural system and base the
and explanations g scientific principles and the Activity evaluations or refinements on evidence and analysis of
Space of explanation engineering design process to pertinent data.* (P: 6, CC: 7, CI: ESS3, ETS1, ETS2) Emphasis is
Science phenomena s and design solutions that meet on prioritizing identified criteria and constraints related to
or designing designing established criteria and social and environmental considerations. Examples of data
solutions to solutions constraints.* for the impacts of human activities may include the quantities
engineering and types of pollutants released into air or groundwater,
problems changes to biomass and species diversity, or areal changes in
land surface use (for surface mining, urban development, or
agriculture). Examples for limiting impacts may range from
local efforts (such as reducing, reusing, and recycling
resources) to large-scale geoengineering design solutions
(such as altering global temperatures by making large
changes to the atmosphere or ocean).

9-12 4 4.1 Engaging 4.1.1 Students will be able to ESS: Earth’s 9E.4.1.1.1 Evaluate the evidence of the past and current
Earth Communicati in argument engage in argument from Place in the movements of continental and oceanic crust and the theory
and ng reasons, from evidence for the explanations Universe of plate tectonics to explain the ages of crustal rocks. (P: 7,
Space arguments evidence the students construct, defend CC: 1, CI: ESS1) Emphasis is on evaluating the strengths,
Science and ideas to and revise their weaknesses and reliability of the given evidence along with its
others interpretations when ability to support logical and reasonable arguments about the
presented with new evidence, motion and age of crustal plates. Examples of evidence may
critically evaluate the scientific include the ages of oceanic crust which increase with distance
arguments of others, and from mid-ocean ridges (a result of seafloor spreading) and
present counterarguments. the ages of North American continental crust decreasing with
distance away from a central ancient core (a result of past
plate interactions).

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 76 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 4 4.1 Engaging 4.1.1 Students will be able to ESS: Earth’s 9E.4.1.1.2 Evaluate the evidence and reasoning for the
Earth Communicati in argument engage in argument from Systems explanatory model that Earth’s interior is layered and that
and ng reasons, from evidence for the explanations thermal convection drives the cycling of matter. (P: 7, CC: 5,
Space arguments evidence the students construct, defend CI: ESS2) Emphasis is on how plate tectonics is controlled by
Science and ideas to and revise their mantle convection (due to the outward flow of energy from
others interpretations when the decay of radioactive isotopes and the gravitational
presented with new evidence, movement of denser materials toward the interior).
critically evaluate the scientific
arguments of others, and
present counter arguments.

9-12 4 4.1 Engaging 4.1.1 Students will be able to ESS: Earth 9E.4.1.1.3 Evaluate competing design solutions for
Earth Communicati in argument engage in argument from and Human developing, managing, and utilizing energy and mineral
and ng reasons, from evidence for the explanations Activity resources based on cost-benefit ratios.* (P: 7, CC: 5, CI: ESS3,
Space arguments evidence the students construct, defend ETS1) Emphasis is on the conservation, recycling, and reuse of
Science and ideas to and revise their resources (such as minerals, metals or soils) where possible,
others interpretations when and on minimizing impacts where it is not. Examples include
presented with new evidence, developing best practices for agricultural soil use, mining (for
critically evaluate the scientific fracking sand, iron ore, and rare metals), and pumping (for oil
arguments of others, and and natural gas).
present counter arguments.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 77 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 4 4.2 4.2.1 Students will be able to ESS: Earth’s 9E.4.2.1.1 Compare, integrate and evaluate sources of
Earth Communicati Obtaining, read and interpret multiple Systems information in order to determine how specific factors,
and ng reasons, evaluating sources to obtain information, including human activity, impact the groundwater system of a
Space arguments and evaluate the merit and validity region. (P: 8, CC: 2, CI: ESS2, ETS2) Emphasis is on making
Science and ideas to communicat of claims and design solutions, sense of technical information presented in a variety of
others ing and communicate formats (graphs, diagrams and words). Examples of sources
information information, ideas, and of information may include student experimental data.
evidence in a variety of Examples of factors may include porosity, permeability,
formats. sediment or rock type, recharge or discharge factors, and
potential energy. Examples of human factors may include
usage rates, runoff, agricultural practices, and loss of
wetlands.

9-12 4 4.2 4.2.2 Students will be able to ESS: Earth 9E.4.2.2.1 Apply place-based evidence, including those from
Earth Communicati Obtaining, gather information about and and Human Minnesota American Indian Tribes and communities and
and ng reasons, evaluating communicate the methods Activity other cultures, to construct an explanation of how a warming
Space arguments and that are used by various climate impacts the hydrosphere, geosphere, biosphere, or
Science and ideas to communicat cultures, especially those of atmosphere. (P: 8, CC: 4, CI: ESS3) Examples of cultures may
others ing Minnesota American Indian include those within the local context of the learning
information Tribes and communities, to community and within the context of Minnesota. Emphasis is
develop explanations of on understanding and using American Indian knowledge
phenomena and design systems to describe regional impacts of climate change to
solutions to problems. Minnesota. Examples may include the water cycle and how
precipitation change over time impacts cultural practices
related to nibi (“water” in the Ojibwe language), or the
decline/species loss of wiigwaas (“paper birch” in the Ojibwe
language and an important tree in Anishinaabe culture) due
to climate stressors like drought or changes in snow cover.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 78 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 1 Exploring 1.1 Asking 1.1.1 Students will be able to LS: Heredity: 9L.1.1.1.1 Ask questions to clarify relationships about the role
Life phenomena questions ask questions about aspects of Inheritance of DNA and chromosomes in coding the instructions for
Science or and defining the phenomena they observe, and Variation characteristic traits passed from parents to offspring. (P: 1,
engineering problems the conclusions they draw of Traits CC: 2, CI: LS3) Examples of relationships may include
problems from their models or scientific relationships between mutated DNA sequences or
investigations, each other’s chromosomal deletions and their effect on traits.
ideas, and the information
they read.

9-12 1 Exploring 1.2 Planning 1.2.1 Students will be able to LS: From 9L.1.2.1.1 Plan and conduct an investigation to provide
Life phenomena and carrying design and conduct Molecules to evidence that feedback mechanisms maintain homeostasis.
Science or out investigations in the Organisms: (P: 3, CC: 7, CI: LS1) Examples of investigations may include
engineering investigatio classroom, laboratory, and/or Structures heart rate response to exercise, stomata response to
problems ns field to test students’ ideas and moisture and temperature, and root development in
and questions, and will Processes response to water levels.
organize and collect data to
provide evidence to support
claims the students make
about phenomena.

9-12 2 Looking at 2.1 2.1.1 Students will be able to LS: Heredity: 9L.2.1.1.1 Apply concepts of probability to explain and predict
Life data and Analyzing represent observations and Inheritance the variation and distribution of expressed traits in a
Science empirical and data in order to recognize and Variation population. (P: 4, CC: 3, CI: LS3) Examples of traits in human
evidence to interpreting patterns in the data, the of Traits groups may include lactose intolerance or high-altitude
understand data meaning of those patterns, adaptation.
phenomena and possible relationships
or solve between variables.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 79 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 2 Looking at 2.1 2.1.1 Students will be able to LS: Biological 9L.2.1.1.2 Apply concepts of statistics and probability to
Life data and Analyzing represent observations and Evolution: support explanations that organisms with an advantageous
Science empirical and data in order to recognize Unity and heritable trait tend to increase in proportion to organisms
evidence to interpreting patterns in the data, the Diversity lacking this trait. (P: 4, CC: 1, CI: LS4) Emphasis is on analyzing
understand data meaning of those patterns, shifts in the numerical distribution of traits and using these
phenomena and possible relationships shifts as evidence to support explanations. Examples of
or solve between variables. advantageous traits may include antibiotic resistance in
problems bacteria or the coloration and camouflage of animals in
response to changing environmental conditions.

9-12 2 Looking at 2.2 Using 2.2.1 Students will be able to LS: 9L.2.2.1.1 Use a computational model to support or revise an
Life data and mathematic use mathematics to represent Ecosystems: evidence-based explanation for factors that have ecological
Science empirical s and physical variables and their Interactions, and economic impacts on different sized ecosystems,
evidence to computatio relationships, compare Energy, and including factors caused by the practices of various human
understand nal thinking mathematical expressions to Dynamics groups.** (P: 5, CC: 3, CI: LS2) Examples of ecological impacts
phenomena the real world, and engage in might include changes in the carrying capacity, species
or solve computational thinking as they numbers and/or types of organisms present in an
problems use or develop algorithms to environment. Examples of human practices that can have
describe the natural or positive or negative impacts, such as stream restoration
designed worlds. versus deforestation as an ecological example. Examples of
computational models may include online simulations of
population dynamics, population ecology, or population
growth.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 80 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 2 Looking at 2.2 Using 2.2.1 Students will be able to LS: 9L.2.2.1.2 Use a computational model to support claims for
Life data and mathematic use mathematics to represent Ecosystems: the cycling of matter and flow of energy among organisms in
Science empirical s and physical variables and their Interactions, an ecosystem.** (P: 5, CC: 5, CI: LS2) Examples of claims
evidence to computatio relationships, compare Energy, and about matter cycles may include how carbon, nitrogen, or
understand nal thinking mathematical expressions to Dynamics water cycles through the environment and/or how
phenomena the real world, and engage in disruptions to those systems affect matter cycling. Examples
or solve computational thinking as they of energy flow may include the transfer of the Sun’s energy
problems use or develop algorithms to into and among organisms and/or connections between fossil
describe the natural or fuel burning and the carbon cycle. Examples of computational
designed worlds. models may include online simulations and animated
representations.

9-12 3 Developing 3.1 3.1.1 Students will be able to LS: From 9L.3.1.1.1 Develop and use a model to illustrate the levels of
Life possible Developing develop, revise, and use Molecules to organization of interacting systems and how that translates
Science explanations and using models to represent the Organisms: into specific functions in multicellular organisms. (P: 2, CC: 6,
of models students’ understanding of Structures CI: LS1) Emphasis is on specific functions at the organ system
phenomena phenomena or systems as they and level such as nutrient uptake, water delivery, and organism
or designing develop questions, predictions Processes movement in response to neural stimuli. Examples of models
solutions to and/or explanations, and may include real (e.g., fish, birds, insects, etc.) or imaginary
engineering communicate ideas to others. organisms with attention to the various structures and
problems systems that assist the organism in performing necessary life
functions.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 81 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 3 Developing 3.1 3.1.1 Students will be able to LS: From 9L.3.1.1.2 Use a model to illustrate the role of cellular division
Life possible Developing develop, revise, and use Molecules to (mitosis) and differentiation in producing and maintaining
Science explanations and using models to represent the Organisms: complex organisms. (P: 2, CC: 2, CI: LS1) Examples of models
of models students’ understanding of Structures may include diagrams and conceptual models.
phenomena phenomena or systems as they and
or designing develop questions, predictions Processes
solutions to and/or explanations, and
engineering communicate ideas to others.
problems

9-12 3 Developing 3.1 3.1.1 Students will be able to LS: From 9L.3.1.1.3 Use a model to illustrate how photosynthesis
Life possible Developing develop, revise, and use Molecules to transforms light energy into stored chemical energy. (P: 2, CC:
Science explanations and using models to represent the Organisms: 4, CI: LS1) Emphasis is on illustrating inputs and outputs of
of models students’ understanding of Structures matter and the transfer and transformation of energy in
phenomena phenomena or systems as they and photosynthesis by plants and other photosynthesizing
or designing develop questions, predictions Processes organisms. Examples of models may include diagrams,
solutions to and/or explanations, and chemical equations, and conceptual models.
engineering communicate ideas to others.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 82 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 3 Developing 3.1 3.1.1 Students will be able to LS: From 9L.3.1.1.4 Use a model to illustrate that cellular respiration is
Life possible Developing develop, revise, and use Molecules to a chemical process in which energy from food is used to
Science explanations and using models to represent the Organisms: create new compounds. (P: 2, CC: 5, CI: LS1) Emphasis is on
of models students’ understanding of Structures the conceptual understanding of the inputs and outputs of
phenomena phenomena or systems as they and the process of cellular respiration.
or designing develop questions, predictions Processes
solutions to and/or explanations, and
engineering communicate ideas to others.
problems

9-12 3 Developing 3.2 3.2.1 Students will be able to LS: From 9L.3.2.1.1 Construct an explanation based on evidence for
Life possible Constructin apply scientific principles and Molecules to how the structure of DNA determines the structure of the
Science explanations g empirical evidence (primary or Organisms: proteins that carry out the essential functions of life. (P: 6,
of explanation secondary) to explain the Structures CC: 6, CI: LS1).
phenomena s and causes of phenomena or and
or designing designing identify weaknesses in Processes
solutions to solutions explanations developed by the
engineering students or others.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 83 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 3 Developing 3.2 3.2.1 Students will be able to LS: From 9L.3.2.1.2 Construct and revise an explanation based on
Life possible Constructin apply scientific principles and Molecules to evidence for how various elements combine with carbon to
Science explanations g empirical evidence (primary or Organisms: form molecules that form the basis for life on Earth. (P: 6, CC:
of explanation secondary) to explain the Structures 5, CI: LS1) Emphasis is on using evidence from models and
phenomena s and causes of phenomena or and simulations to support explanations. Examples of molecules
or designing designing identify weaknesses in Processes may include proteins, lipids, carbohydrates and nucleic acids.
solutions to solutions explanations developed by the
engineering students or others.
problems

9-12 3 Developing 3.2 3.2.1 Students will be able to LS: 9L.3.2.1.3 Construct and revise an explanation based on
Life possible Constructin apply scientific principles and Ecosystems: evidence about the role of photosynthesis and cellular
Science explanations g empirical evidence (primary or Interactions, respiration (including anaerobic processes) in the cycling of
of explanation secondary) to explain the Energy, and carbon among the biosphere, atmosphere, hydrosphere, and
phenomena s and causes of phenomena or Dynamics geosphere. (P: 6, CC: 7, CI: LS2) Emphasis is on the
or designing designing identify weaknesses in importance of biological processes in the global scale cycling
solutions to solutions explanations developed by the of carbon and on a conceptual understanding of the role of
engineering students or others. aerobic and anaerobic respiration in different environments.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 84 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 3 Developing 3.2 3.2.1 Students will be able to LS: Biological 9L.3.2.1.4 Construct an explanation based on evidence that
Life possible Constructin apply scientific principles and Evolution: the process of evolution primarily results from four factors:
Science explanations g empirical evidence (primary or Unity and reproduction within a species, heritable genetic variation of
of explanation secondary) to explain the Diversity individuals in that species, competition for limited resources,
phenomena s and causes of phenomena or and increased survival and reproduction of the individuals
or designing designing identify weaknesses in best suited for the environment. (P: 6, CC: 2, CI: LS4)
solutions to solutions explanations developed by the Emphasis is on using evidence to explain the influence each
engineering students or others. of the four factors has on the number, behavior, morphology,
problems or physiology of organisms, in terms of their ability to
compete for limited resources and subsequent survival of
individuals and adaptation of their species. Examples of
evidence may include mathematical models such as simple
distribution graphs and proportional reasoning.

9-12 3 Developing 3.2 3.2.1 Students will be able to LS: Biological 9L.3.2.1.5 Construct an explanation based on evidence for
Life possible Constructin apply scientific principles and Evolution: how natural selection leads to the adaptation of populations.
Science explanations g empirical evidence (primary or Unity and (P: 6, CC: 2, CI: LS4) Emphasis is on using data to provide
of explanation secondary) to explain the Diversity evidence for how specific biotic and abiotic differences in
phenomena s and causes of phenomena or ecosystems contribute to a change in gene frequency over
or designing designing identify weaknesses in time, leading to adaptation of populations. Examples of
solutions to solutions explanations developed by the selective forces may include long-term climate change or
engineering students or others. variations in seasonal temperatures, pH, light cycles,
problems geographic barriers, or in response to the evolution of other
organisms.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 85 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 4 4.1 Engaging 4.1.1 Students will be able to LS: 9L.4.1.1.1 Evaluate evidence for the role of group behavior on
Life Communicati in argument engage in argument from Ecosystems: an individual’s and species’ chances to survive and reproduce.
Science ng reasons, from evidence for the explanations Interactions, (P: 7, CC: 2, CI: LS2) Emphasis of the practice is on identifying
arguments evidence the students construct, defend Energy, and evidence supporting the outcomes of group behavior, and
and ideas to and revise their Dynamics developing logical and reasonable arguments based on
others interpretations when evidence. Emphasis of the core idea is on distinguishing
presented with new evidence, between group and individual behavior. Examples of group
critically evaluate the scientific behavior may include herding, migratory behaviors, or
arguments of others, and various symbioses.
present counterarguments.

9-12 4 4.1 Engaging 4.1.1 Students will be able to LS: Heredity: 9L.4.1.1.2 Make and defend a claim based on evidence that
Life Communicati in argument engage in argument from Inheritance heritable genetic variations may result from (1) new genetic
Science ng reasons, from evidence for the explanations and Variation combinations through meiosis, (2) viable errors occurring
arguments evidence the students construct, defend of Traits during replication, and/or (3) mutations caused by
and ideas to and revise their environmental factors. (P: 7, CC: 2, CI: LS3) Emphasis is on
others interpretations when using data to support arguments for the ways variation
presented with new evidence, occurs.
critically evaluate the scientific
arguments of others, and
present counterarguments.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 86 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 4 4.1 Engaging 4.1.1 Students will be able to LS: Biological 9L.4.1.1.3 Evaluate the evidence supporting claims that
Life Communicati in argument engage in argument from Evolution: changes in environmental conditions may result in (1)
Science ng reasons, from evidence for the explanations Unity and increases in the number of individuals of some species, (2)
arguments evidence the students construct, defend Diversity the emergence of new species over time, and (3) the
and ideas to and revise their extinction of other species. (P: 7, CC: 2, CI: LS4) Emphasis is
others interpretations when on determining cause and effect relationships for how (1)
presented with new evidence, changes to the environment such as deforestation, fishing,
critically evaluate the scientific application of fertilizers, drought, flood, and (2) the rate of
arguments of others, and change of the environment affect distribution or
present counterarguments. disappearance of traits in species.

9-12 4 4.2 4.2.1 Students will be able to LS: Biological 9L.4.2.1.1 Communicate scientific information that common
Life Communicati Obtaining, read and interpret multiple Evolution: ancestry and biological evolution are supported by multiple
Science ng reasons, evaluating sources to obtain information, Unity and lines of empirical evidence. (P: 8, CC: 1, CI: LS4) Emphasis is
arguments and evaluate the merit and validity Diversity on conceptual understanding of the role each line of evidence
and ideas to communicat of claims and design solutions, has relating to common ancestry and biological evolution.
others ing and communicate Examples of evidence may include similarities in DNA
information information, ideas, and sequences, the fossil record, artificial selection, anatomical
evidence in a variety of structures, and the order of appearance of structures in
formats. embryological development.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 87 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 4 4.2 4.2.2 Students will be able to LS: 9L.4.2.2.1 Obtain and communicate information about how
Life Communicati Obtaining, gather information about and Ecosystems: Minnesota American Indian Tribes and communities and
Science ng reasons, evaluating communicate the methods Interactions, other cultures construct solutions to mitigate threats to
arguments and that are used by various Energy, and biodiversity.* (P: 8, CC: 7, CI: LS2, ETS1) Examples of cultures
and ideas to communicat cultures, especially those of Dynamics may include those within the local context of the learning
others ing Minnesota American Indian community and within the context of Minnesota. Examples of
information Tribes and communities, to threats to biodiversity may include climate change,
develop explanations of deforestation, urbanization, dam construction or removal,
phenomena and design invasive species, human population growth,
solutions to problems. threatening/endangering species, agricultural practices,
extraction, and the use of fossil fuels.

9-12 1 Exploring 1.1 Asking 1.1.1 Students will be able to Chemistry - 9C.1.1.1.1 Ask questions about the impact of greenhouse
Chemist phenomena questions ask questions about aspects of PS: Matter gases on the Earth’s climate by analyzing their molecular
ry or and defining the phenomena they observe, and Its structure and responses during energy absorption (P: 1, CC: 5,
engineering problems the conclusions they draw Interactions CI: PS1) Emphasis should include natural and human-made
problems from their models or scientific sources. Structures should include molecular shape.
investigations, each other’s
ideas, and the information
they read.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 88 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 1 Exploring 1.2 Planning 1.2.1 Students will be able to Chemistry - 9C.1.2.1.1 Plan and conduct an investigation to gather
Chemist phenomena and carrying design and conduct PS: Matter evidence to compare the structure of substances and infer
ry or out investigations in the and Its the strength of electrical forces between particles. (P: 3, CC:
engineering investigatio classroom, laboratory, and/or Interactions 1, CI: PS1) Emphasis is on understanding the strengths of
problems ns field to test students’ ideas forces between particles, not on naming specific
and questions and will intermolecular forces (such as dipole-dipole). Examples of
organize and collect data to particles may include ions, atoms, molecules, and networked
provide evidence to support materials (such as graphite). Examples of collected evidence
claims the students make may include the melting point and boiling point, vapor
about phenomena. pressure, and surface tension.

9-12 1 Exploring 1.2 Planning 1.2.1 Students will be able to Chemistry - 9C.1.2.1.2 Plan and conduct an investigation of acid-base
Chemist phenomena and carrying design and conduct PS: Matter reactions to test ideas about the concentrations of the
ry or out investigations in the and Its hydronium ion in an aqueous solution (pH). (P:3, CC: 3, CI:
engineering investigatio classroom, laboratory, and/or Interactions PS1) Emphasis is on developing an understanding of pH scales
problems ns field to test students’ ideas and various ways to measure pH. Also included is
and questions, and will understanding the relative strength of acidity based on
organize and collect data to periodic properties of elements, the electronegativity model
provide evidence to support of electron distribution, empirical dipole moments, and
claims the students make molecular geometry. Examples of investigations may include
about phenomena. household chemicals and ocean acidification analogs.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 89 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 2 Looking at 2.1 2.1.1 Students will be able to Chemistry - 9C.2.1.1.1 Analyze patterns in air or water quality data to
Chemist data and Analyzing represent observations and PS: Matter make claims about the causes and severity of a problem and
ry empirical and data in order to recognize and Its the necessity to remediate or to recommend a treatment
evidence to interpreting patterns in the data, the Interactions process. (P: 4, CC :2, CI: PS1) Emphasis is on the scale of the
understand data meaning of those patterns, problem and appropriate use of concentration units.
phenomena and possible relationships Examples of pollutant data may include ozone, lead,
or solve between variables. particulates, nitrates, or microorganisms. Examples of
problems remediation may include physical, chemical or biological
processes.

9-12 2 Looking at 2.2 Using 2.2.1 Students will be able to Chemistry - 9C.2.2.1.1 Develop a data simulation, based on observations
Chemist data and mathematic use mathematics to represent PS: Matter and experimental data of how the pressure, volume,
ry empirical s and physical variables and their and Its temperature, and mass of a gas are related to each other, to
evidence to computatio relationships, compare Interactions predict the effect on a system of changing one of those
understand nal thinking mathematical expressions to variables.** (P: 5, CC: 2, CI: PS1) Emphasis is on applying the
phenomena the real world, and engage in kinetic molecular theory of gases to develop gas laws.
or solve computational thinking as they Example systems may include balloons, tires, or syringes.
problems use or develop algorithms to
describe the natural or
designed worlds.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 90 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 2 Looking at 2.2 Using 2.2.1 Students will be able to Chemistry - 9C.2.2.1.2 Use mathematical representations to support the
Chemist data and mathematic use mathematics to represent PS: Matter claim that atoms, and therefore mass, are conserved during a
ry empirical s and physical variables and their and Its chemical reaction. (P: 5, CC: 5, CI: PS1) Emphasis of the
evidence to computatio relationships, compare Interactions practice is on using mathematical ideas to communicate the
understand nal thinking mathematical expressions to proportional relationships between the masses of atoms in
phenomena the real world, and engage in the reactants and products. Emphasis of the core idea is on
or solve computational thinking as they the translation of these relationships to the macroscopic
problems use or develop algorithms to scale using the mole as the conversion from the atomic to the
describe the natural or macroscopic scale.
designed worlds.

9-12 3 Developing 3.1 3.1.1 Students will be able to Chemistry - 9C.3.1.1.1 Use the periodic table as a model to predict the
Chemist possible Developing develop, revise, and use PS: Matter relative properties of elements based on the patterns of
ry explanations and using models to represent the and Its valence electrons. (P: 2, CC: 1, CI: PS1) Emphasis is on
of models students’ understanding of Interactions properties that could be predicted from patterns and may
phenomena phenomena or systems as they include reactivity of metals, types of bonds formed (ionic
or designing develop questions, predictions versus covalent), and numbers of bonds formed.
solutions to and/or explanations, and
engineering communicate ideas to others.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 91 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 3 Developing 3.1 3.1.1 Students will be able to Chemistry - 9C.3.1.1.2 Develop a model based on evidence to illustrate
Chemist possible Developing develop, revise, and use PS: Matter that the release or absorption of energy from a chemical
ry explanations and using models to represent the and Its reaction system depends upon the changes in total bond
of models students’ understanding of Interactions energy. (P: 2, CC: 5, CI: PS1) Emphasis of the practice is on
phenomena phenomena or systems as they illustrating the relationships between components of the
or designing develop questions, predictions system. Emphasis of the core idea is on how a chemical
solutions to and/or explanations, and reaction is a system that affects the energy change. Examples
engineering communicate ideas to others. of models may include molecular-level drawings, diagrams,
problems graphs showing the relative energies of reactants and
products, and representations showing energy is conserved.
Not included is the calculation of the total bond energy
change during a chemical reaction from the bond energies of
reactants and products.

9-12 3 Developing 3.1 3.1.1 Students will be able to Chemistry - 9C.3.1.1.3 Develop models to illustrate the changes in the
Chemist possible Developing develop, revise, and use PS: Matter composition of the nucleus of the atom and the energy
ry explanations and using models to represent the and Its released during the processes of fission, fusion, and
of models students’ understanding of Interactions radioactive decay. (P: 2, CC: 5, CI: PS1) Emphasis is on simple
phenomena phenomena or systems as they qualitative models and on the scale of energy released in
or designing develop questions, predictions nuclear processes relative to other kinds of transformations.
solutions to and/or explanations, and Not included is quantitative calculations of the energy
engineering communicate ideas to others. released.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 92 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 3 Developing 3.2 3.2.1 Students will be able to Chemistry - 9C.3.2.1.1 Construct and revise an explanation for the
Chemist possible Constructin apply scientific principles and PS: Matter outcome of a simple chemical reaction based on the
ry explanations g empirical evidence (primary or and Its outermost electron states of atoms, trends in the periodic
of explanation secondary) to explain the Interactions table, and knowledge of the patterns of chemical properties.
phenomena s and causes of phenomena or (P: 6, CC: 1, CI: PS1) Examples of chemical reactions may
or designing designing identify weaknesses in include synthesis, decomposition, or combustion.
solutions to solutions explanations developed by the
engineering students or others.
problems

9-12 3 Developing 3.2 3.2.1 Students will be able to Chemistry - 9C.3.2.1.2 Apply scientific principles and evidence to provide
Chemist possible Constructin apply scientific principles and PS: Matter an explanation about the effects of changing the surface area,
ry explanations g empirical evidence (primary or and Its agitation, temperature, and concentration of the reacting
of explanation secondary) to explain the Interactions particles on the rate at which the reaction occurs. (P: 6, CC: 1,
phenomena s and causes of phenomena or CI: PS1) Emphasis is on student reasoning that focuses on the
or designing designing identify weaknesses in number and energy of collisions between molecules and on
solutions to solutions explanations developed by the simple reactions in which there are only two reactants.
engineering students or others. Examples of evidence may include temperature,
problems concentration, and rate data, and qualitative relationships
between rate and temperature.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 93 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 3 Developing 3.2 3.2.1 Students will be able to Chemistry - 9C.3.2.1.3 Construct an explanation for the phenomenon of
Chemist possible Constructin apply scientific principles and PS: Matter solution creation and identify from patterns how the
ry explanations g empirical evidence (primary or and Its properties of the resulting solution depend on the
of explanation secondary) to explain the Interactions interactions between solute and solvent or on concentrations
phenomena s and causes of phenomena or of solutes. (P: 6, CC: 1, CI: PS1) Emphasis is on polarity,
or designing designing identify weaknesses in solubility, boiling point elevation, freezing point depression,
solutions to solutions explanations developed by the and osmosis. Examples may include salts dissolving to make
engineering students or others. water hard, road salt, antifreeze, oil spills, and reverse
problems osmosis water systems.

9-12 3 Developing 3.2 3.2.2 Students will be able to Chemistry - 9C.3.2.2.1 Evaluate the design and function of products and
Chemist possible Constructin use their understanding of PS: Matter processes involving organic compounds to meet desired
ry explanations g scientific principles and the and Its needs in relationship to the molecular structures and in
of explanation engineering design process to Interactions particular the functional groups involved.* (P: 6, CC: 6, CI:
phenomena s and design solutions that meet PS1, ETS1) Examples of desired needs are having flexible but
or designing designing established criteria and durable materials made up of long-chained molecules
solutions to solutions constraints.* (polymers and plastics) and having pharmaceuticals designed
engineering to interact with specific receptors.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 94 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 4 4.2 4.2.1 Students will be able to Chemistry - 9C.4.2.1.1 Communicate scientific and technical information
Chemist Communicati Obtaining, read and interpret multiple PS: Matter about why the molecular-level structure is important in the
ry ng reasons, evaluating sources to obtain information, and Its functioning of designed materials.* (P: 8, CC: 6, CI: PS1)
arguments and evaluate the merit and validity Interactions Emphasis is on the attractive and repulsive forces that
and ideas to communicat of claims and design solutions, determine the functioning of the material. Examples may
others ing and communicate include why electrically conductive materials are often made
information information, ideas, and of metal.
evidence in a variety of
formats.

9-12 4 4.2 4.2.1 Students will be able to Chemistry - 9C.4.2.1.2 Review text and online sources to develop a series
Chemist Communicati Obtaining, read and interpret multiple PS: Matter of questions regarding the chemistry, utility, and safety of
ry ng reasons, evaluating sources to obtain information, and Its nuclear fission. (P: 8, CC: 7,CI: PS1) Emphasis is on evaluating
arguments and evaluate the merit and validity Interactions the argument and specific claims in the text, including the
and ideas to communicat of claims and design solutions, validity of reasoning as well as the relevance and sufficiency
others ing and communicate of the evidence. Examples may include fission (nuclear power
information information, ideas, and generation, nuclear weapons) and the use of fission by-
evidence in a variety of products (nuclear medicine, food irradiation).
formats.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 95 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 4 4.2 4.2.2 Students will be able to Chemistry - 9C.4.2.2.1 Communicate and evaluate claims by various
Chemist Communicati Obtaining, gather information about and PS: Matter stakeholders, including Minnesota American Indian Tribes
ry ng reasons, evaluating communicate the methods and Its and communities and other cultures, about the
arguments and that are used by various Interactions environmental impacts of various chemical processes on
and ideas to communicat cultures, especially those of natural resources. (P: 8, CC: 2, CI: PS1) Examples of cultures
others ing Minnesota American Indian may include those within the local context of the learning
information Tribes and communities, to community and within the context of Minnesota. Examples of
develop explanations of natural resources may include wild rice harvesting, mining of
phenomena and design minerals, and access to clean air and water. Examples of
solutions to problems. chemical processes may include sulfate in water/soil, acid
mine drainage, and air and water pollution.

9-12 1 Exploring 1.1 Asking 1.1.1 Students will be able to Physics – PS: 9P.1.1.1.1 Evaluate questions about the advantages and
Physics phenomena questions ask questions about aspects of Waves and disadvantages of using digital transmission and storage of
or and defining the phenomena they observe, Their information.* ** (P: 1, CC: 7, CI: PS4, ETS1) Emphasis is on the
engineering problems the conclusions they draw Applications trade-offs involved in the transmission and storage of data
problems from their models or scientific in elements. Examples of advantages may include that digital
investigations, each other’s Technologies information is stable because it can be stored reliably in
ideas, and the information for computer memory, transferred easily, and copied and shared
they read. Information rapidly. Examples of disadvantages may include issues of easy
Transfer deletion, security, and theft.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 96 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 1 Exploring 1.2 Planning 1.2.1 Students will be able to Physics – PS: 9P.1.2.1.1 Plan and conduct an investigation to provide
Physics phenomena and carrying design and conduct Motion and evidence that an electric current can produce a magnetic field
or out investigations in the Stability: and that a changing magnetic field can produce an electric
engineering investigatio classroom, laboratory, and/or Forces and current. (P: 3, CC: 2, CI: PS2) Examples of contexts for
problems ns field to test students’ ideas Interactions investigations may include coils, motors, generators, and
and questions, and will transformers.
organize and collect data to
provide evidence to support
claims the students make
about phenomena.

9-12 1 Exploring 1.2 Planning 1.2.1 Students will be able to Physics - PS: 9P.1.2.1.2 Plan and conduct an investigation to provide
Physics phenomena and carrying design and conduct Energy evidence that the transfer of thermal energy when two
or out investigations in the components of different temperatures are combined within a
engineering investigatio classroom, laboratory, and/or closed system results in a more uniform energy distribution
problems ns field to test students’ ideas among the components in the system. (P: 3, CC: 3, CI: PS3)
and questions, and will Emphasis is on analyzing data from student investigations and
organize and collect data to using mathematical thinking to describe the energy changes
provide evidence to support both quantitatively and conceptually. Examples may include
claims the students make mixing liquids at different initial temperatures or adding
about phenomena. objects at different temperatures to water.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 97 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 2 Looking at 2.1 2.1.1 Students will be able to Physics - PS: 9P.2.1.1.1 Analyze data to support the claim that Newton’s
Physics data and Analyzing represent observations and Motion and second law of motion describes the mathematical
empirical and data in order to recognize Stability: relationship among the net force on a macroscopic object, its
evidence to interpreting patterns in the data, the Forces and mass, and its acceleration. (P: 4, CC: 2, CI: PS2) Examples of
understand data meaning of those patterns, Interactions data (including data from student investigations) may include
phenomena and possible relationships tables or graphs of position or velocity as a function of time
or solve between variables. for objects subject to a net unbalanced force, such as a falling
problems object, an object sliding down a ramp, or a moving object
being pulled by a constant force.

9-12 2 Looking at 2.2 Using 2.2.1 Students will be able to Physics – PS: 9P.2.2.1.1 Apply mathematical representations to support the
Physics data and mathematic use mathematics to represent Motion and claim that the total momentum of a system of objects is
empirical s and physical variables and their Stability: conserved when there is no net force on the system. (P: 5,
evidence to computatio relationships, compare Forces and CC: 4, CI: PS2) Emphasis is on the quantitative conservation of
understand nal thinking mathematical expressions to Interactions momentum in interactions and the qualitative meaning of
phenomena the real world, and engage in this principle. Examples may include investigating changes in
or solve computational thinking as they momentum before and after collisions in closed systems.
problems use or develop algorithms to
describe the natural or
designed worlds.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 98 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 2 Looking at 2.2 Using 2.2.1 Students will be able to Physics – PS: 9P.2.2.1.2 Apply mathematical representations of Newton’s
Physics data and mathematic use mathematics to represent Motion and Law of Gravitation and Coulomb’s Law to describe and
empirical s and physical variables and their Stability: predict the gravitational and electrostatic forces between
evidence to computatio relationships, compare Forces and objects. (P: 5, CC: 1, CI: PS2) Emphasis is on both quantitative
understand nal thinking mathematical expressions to Interactions and conceptual descriptions of gravitational and electric fields
phenomena the real world, and engage in and the forces on objects in the fields.
or solve computational thinking as they
problems use or develop algorithms to
describe the natural or
designed worlds.

9-12 2 Looking at 2.2 Using 2.2.1 Students will be able to Physics - PS: 9P.2.2.1.3 Create a computational model to calculate the
Physics data and mathematic use mathematics to represent Energy change in the energy of one component in a system when the
empirical s and physical variables and their change in energy of the other component(s) and energy flows
evidence to computatio relationships, compare in or out of the system are known.** (P: 5, CC: 4, CI: PS3)
understand nal thinking mathematical expressions to Emphasis is on explaining the meaning of mathematical
phenomena the real world, and engage in expressions used in the model for systems of two or three
or solve computational thinking as they components. Forms of energy may include thermal energy,
problems use or develop algorithms to kinetic energy, and elastic potential energy. Computational
describe the natural or models may include the creation or use of a simulation or the
designed worlds. analysis of a data set.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 99 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 3 Developing 3.1 3.1.1 Students will be able to Physics - PS: 9P.3.1.1.1 Develop and use models to illustrate that energy at
Physics possible Developing develop, revise, and use Energy the macroscopic scale can be accounted for as a combination
explanations and using models to represent the of energy associated with the motions of particles (objects)
of models students’ understanding of and energy associated with the relative positions of particles
phenomena phenomena or systems as they (objects). (P: 2, CC: 5, CI: PS3) Examples of phenomena at the
or designing develop questions, predictions macroscopic scale may include the conversion of kinetic
solutions to and/or explanations, and energy to thermal energy, the energy stored due to position
engineering communicate ideas to others. of an object above Earth, and the energy stored between two
problems electrically charged plates. Examples of models may include
diagrams, drawings, descriptions, and computer simulations.

9-12 3 Developing 3.1 3.1.1 Students will be able to Physics - PS: 9P.3.1.1.2 Develop and use a model of two objects interacting
Physics possible Developing develop, revise, and use Energy through electric or magnetic fields to illustrate the forces
explanations and using models to represent the between the two objects and the changes in energy of the
of models students’ understanding of two objects due to the interaction and describe how these
phenomena phenomena or systems as they forces are present in phenomena. (P: 2, CC: 2, CI: PS3)
or designing develop questions, predictions Examples of models may include drawings, diagrams, and
solutions to and/or explanations, and texts, such as drawings of what happens when two charges of
engineering communicate ideas to others. opposite polarity are near each other. Examples of
problems phenomena may include motors, electromagnetic induction,
speakers, generators, wireless charging, and induction
cooktops.

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 100 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 3 Developing 3.2 3.2.2 Students will be able to Physics - PS: 9P.3.2.2.1 Develop a computer simulation to demonstrate the
Physics possible Constructin use their understanding of Motion and impact of a proposed solution that minimizes the force on a
explanations g scientific principles and the Stability: macroscopic object during a collision.** (P: 6, CC: 2, CI: PS2,
of explanation engineering design process to Forces and ETS1) Emphasis is on applying science and engineering
phenomena s and design solutions that meet Interactions principles and analyzing the energy conversions. Examples of
or designing designing established criteria and a device may include a helmet, a parachute, an airbag, and
solutions to solutions constraints.* packaging for safe shipping.
engineering
problems

9-12 3 Developing 3.2 3.2.2 Students will be able to Physics - PS: 9P.3.2.2.2 Evaluate a solution to a complex energy-related
Physics possible Constructin use their understanding of Energy problem based on prioritized criteria and tradeoffs that
explanations g scientific principles and the account for a range of constraints, including cost, safety,
of explanation engineering design process to reliability, aesthetics, and maintenance, as well as social,
phenomena s and design solutions that meet cultural, and environmental impacts.* (P: 6, CC: 2, CI: PS3,
or designing designing established criteria and ETS1) Examples of energy-related problems may be drawn
solutions to solutions constraints.* from alternative energy, manufacturing, and transportation
engineering systems.
problems

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 101 May 2022
Grade Strand Substrand Standard Content Area Benchmark

9-12 4 4.1 Engaging 4.1.1 Students will be able to Physics – PS: 9P.4.1.1.1 Evaluate the claims, evidence, and reasoning
Physics Communicati in argument engage in argument from Waves and behind the argument that electromagnetic radiation can be
ng reasons, from evidence for the explanations Their described using either a wave model or a particle model, and
arguments evidence the students construct, defend Applications that for some phenomena one model is more useful than the
and ideas to and revise their in other. (P: 7, CC: 4, CI: PS4) Emphasis is on how the
others interpretations when Technologies experimental evidence supports the claim and how a theory
presented with new evidence, for is generally modified in light of new evidence. Examples of
critically evaluate the scientific Information phenomena may include resonance, interference, diffraction,
arguments of others, and Transfer and photoelectric effect.
present counter arguments.

9-12 4 4.2 4.2.1 Students will be able to Physics – PS: 9P.4.2.1.1 Evaluate the validity and reliability of claims in
Physics Communicati Obtaining, read and interpret multiple Waves and published materials of the effects that different frequencies
ng reasons, evaluating sources to obtain information, Their of electromagnetic radiation have when absorbed by matter.
arguments and evaluate the merit and validity Applications (P: 8, CC: 2, CI: PS4) Emphasis is on the idea that photons
and ideas to communicat of claims and design solutions, in associated with different frequencies of light have different
others ing and communicate Technologies energies, and the damage to living tissue from
information information, ideas, and for electromagnetic radiation depends on the energy of the
evidence in a variety of Information radiation. Examples may include medical imaging technology
formats. Transfer and communication devices.

* indicates an engineering-related benchmark or standard

** indicates a computer science–related benchmark

Minnesota Academic Standards in Science— Final with Examples and Emphasis Statements 102 May 2022