MinnesotaAcademic StandardsScience K-122009 versionThis official standards document contains the sciencestandards revised in 2009 and put into ruleeffective May 24, 2010.
Minnesota Academic Standards in ScienceIntroductionThe 2009 Minnesota Academic Standards in Science set the expectations for achievement in science for K-12students in Minnesota. The standards are grounded in the belief that all students can and should be scientificallyliterate. Scientific literacy enables people to use scientific principles and processes to make personal decisions andto participate in discussions of scientific issues that affect society (NRC, 1996). The standards and benchmarksdescribe a connected body of science and engineering knowledge acquired through active participation in scienceexperiences. These experiences include hands-on laboratory activities rooted in scientific inquiry and engineeringdesign. The standards are placed at the grade level where mastery is expected with recognition that a progressionof learning experiences in earlier grades builds the foundation for mastery later on.The Minnesota Academic Standards in Science are organized by grade level into four content strands: 1) TheNature of Science and Engineering, 2) Physical Science, 3) Earth and Space Science, and 4) Life Science. It isimportant to note that the content and skills in The Nature of Science and Engineering are not intended tobe taught as a stand-alone unit or an isolated course, but embedded and used in the teaching, learning andassessment of the content in the other strands. Each strand has three or four substrands. Each substrandcontains two or more standards and one or more benchmarks. The benchmarks supplement the standards byspecifying the academic knowledge and skills that schools must offer and students must achieve to satisfactorilycomplete a standard. Not all standards are found at every grade level. The strands, substrands and standards areorganized as follows.STRAND 1: NATURE OF SCIENCE AND ENGINEERINGSubstrand 1: The Practice of ScienceStandard 1. Understandings about scienceStandard 2. Scientific inquiry and investigationSubstrand 2: The Practice of EngineeringStandard 1. Understandings about engineeringStandard 2. Engineering designSubstrand 3: Interactions Among Science, Technology,Engineering, Mathematics and SocietyStandard 1. SystemsStandard 2. Careers and contributions in science andengineeringStandard 3. Mutual influence of science, engineering andsocietyStandard 4. The role of mathematics and technology inscience and engineeringSTRAND 2: PHYSICAL SCIENCESubstrand 1: MatterStandard 1. Properties and structure of matterStandard 2. Changes in matterSTRAND 3: EARTH AND SPACE SCIENCESubstrand 1. Earth Structure and ProcessesStandard 1. Plate tectonicsStandard 2. Earth’s changing surfaceStandard 3. Rock sequences and Earth historySubstrand 2. Interdependence within the Earth SystemStandard 1. Sources and transfer of energyStandard 2. Weather and climateStandard 3. Materials cyclesSubstrand 3. The UniverseStandard 1. Solar system motionStandard 2. Formation of the solar systemStandard 3. Age, scale and origin of the universeSubstrand 4. Human Interactions with Earth SystemsStandard 1. Interaction with the environmentSTRAND 4: LIFE SCIENCESubstrand 1. Structure and Function in Living SystemsStandard 1. Levels of organizationStandard 2. CellsSubstrand 2: MotionStandard 1. Describing motionStandard 2. ForcesSubstrand 2. Interdependence Among Living SystemsStandard 1. EcosystemsStandard 2. Flow of energy and matterSubstrand 3. EnergyStandard 1. Kinds of energyStandard 2. Energy transformationsSubstrand 3. Evolution in Living SystemsStandard 1. ReproductionStandard 2. VariationStandard 3. Biological evolutionSubstrand 4. Human Interactions with Physical SystemsStandard 1. Interaction with the environmentPage 1 of 42Substrand 4. Human Interactions with Living SystemsStandard 1. Interaction with the environmentStandard 2. Health and diseaseMay 24, 2010
Minnesota Academic Standards in ScienceIntroduction (continued)The standards are written as statements of content, and the benchmarks are written as learning outcomes.Each standard should be prefaced with the statement, “The student will understand that ”.Many of the benchmarks include examples that clarify the meaning of the benchmark or indicate the levelof student understanding. The examples may suggest learning activities or instructional topics. They areNOT intended to be directives for curriculum or a comprehensive fulfillment of the benchmarks.The benchmarks for each standard are designated by 5-digit codes. For example, in the code 3.1.1.2.1— The 3 refers to grade 3; The first 1 refers to the first strand, The Nature of Science and Engineering; The next 1 refers to the first substrand, The Practice of Science; The 2 refers to the second standard in that substrand, Scientific inquiry is ; The last 1 refers to the first benchmark for that standard, Generate questions that .3StrandSubstrandStandardUnderstand that CodeBenchmark1. The Natureof ScienceandEngineering1. The Practiceof Science2. Scientific inquiry isa set of interrelatedprocesses incorporatingmultiple approachesthat are used to posequestions about thenatural world andinvestigate phenomena.3.1.1.2.1Generate questions that can be answeredwhen scientific knowledge is combinedwith knowledge gained from one's ownobservations or investigations.For example: Investigate the soundsproduced by striking various objects.3.1.1.2.2Observe that when a scienceinvestigation is done the way it was donebefore, even in a different place, asimilar result is expected.3.1.1.2.3Maintain a record of observations,procedures and explanations, beingcareful to distinguish between actualobservations and ideas about what wasobserved.For example: Make a chart comparingobservations about the structures ofplants and animals.3.1.1.2.4Construct reasonable explanations basedon evidence collected from observationsor experiments.Codes that begin with “9” indicate benchmarks that are to be mastered in grades 9-12. Benchmarks thatsatisfy the new one-credit requirement for chemistry or physics (effective for the graduating class of 2015and beyond) are indicated by codes beginning with “9C,” or “9P” respectively. Chemistry and physicshave additional standards beyond those depicted in the chart on page 1.These standards are to be implemented no later than the 2011-2012 school year. For further information,please refer to the Frequently Asked Questions (FAQ) document for the Minnesota Academic Standardsin Science. The document can be found on the Minnesota Department of Education Website athttp://education.state.mn.us/Academic Standards/Science.National Research Council (1996). National Science Education Standards. Washington D.C.:National AcademyPress.Page 2 of 42May 24, 2010
Minnesota Academic Standards in ScienceKStrandSubstrand1. The Natureof ScienceandEngineering1. The Practice ofScience2. The Practice ofEngineering2. PhysicalScience1. Matter3. Earth andSpaceScience2. Interdepen dence Within theEarth SystemStandardUnderstand that.CodeBenchmark2. Scientificinquiry is a set ofinterrelatedprocesses used topose questionsabout the naturalworld andinvestigatephenomena.0.1.1.2.1Use observations to develop an accuratedescription of a natural phenomenon andcompare one’s observations anddescriptions with those of others.1. Some objectsoccur in nature;others have beendesigned andprocessed bypeople.1. Objects can bedescribed in termsof the materialsthey are made ofand their physicalproperties.2. Weather can bedescribed inmeasurablequantities andchanges from dayto day and with theseasons.0.1.2.1.1Sort objects into two groups: those thatare found in nature and those that arehuman made.For example: Cars, pencils, trees, rocks.0.2.1.1.1Sort objects in terms of color, size,shape, and texture, and communicatereasoning for the sorting system.0.3.2.2.1Monitor daily and seasonal changes inweather and summarize the changes.For example: Recording cloudiness,rain, snow and temperature.0.3.2.2.2Identify the sun as a source of heat andlight.For example: Record the time of daywhen the sun shines into differentlocations of the school and note patterns.4. LifeScience1. Structure andFunction inLiving Systems1. Living things arediverse with serve and compare plants andanimals.0.4.1.1.2Identify the external parts of a variety ofplants and animals including humans.For example: Heads, legs, eyes and earson humans and animals; flowers, stemsand roots on many plants.0.4.1.1.3Differentiate between living andnonliving things.For example: Sort organisms andobjects (or pictures of these) into groupsof those that grow, reproduce, and needair, food, and water; and those that don't.2. Interdepen dence AmongLiving SystemsPage 3 of 421. Natural systemshave manycomponents thatinteract to maintainthe system.0.4.2.1.1Observe a natural system or its model,and identify living and nonlivingcomponents in that system.For example: A wetland, prairie, gardenor aquarium.May 24, 2010
Minnesota Academic Standards in Science1StrandSubstrand1. The Natureof ScienceandEngineering1. The Practice ofScience3. InteractionsAmong Science,TechnologyEngineering,Mathematics, andSociety3. Earth andSpaceSciencePage 4 of 421. Earth Structureand ProcessesStandardUnderstand that.CodeBenchmark1. Scientists workas individuals andin groups toinvestigate thenatural world,emphasizingevidence andcommunicatingwith others.1.1.1.1.11.1.1.1.2Recognize that describing things asaccurately as possible is important inscience because it enables people tocompare their observations with those ofothers.1. Designed andnatural systemsexist in the world.These systems aremade up ofcomponents thatact within a systemand interact withother systems.2. Men and womenthroughout thehistory of allcultures, includingMinnesotaAmerican Indiantribes andcommunities, havebeen involved inengineering designand scientificinquiry.3. Earth materialsinclude solid rocks,sand, soil andwater. Thesematerials havedifferentobservablephysical propertiesthat make themuseful.1.1.3.1.1Observe that many living and nonlivingthings are made of parts and that if a partis missing or broken, they may notfunction properly.1.1.3.2.1Recognize that tools are used by people,including scientists and engineers, togather information and solve problems.When asked "How do you know?,”students support their answer withobservations.For example: Use observations to tellwhy a squirrel is a living thing.For example: Magnifier, snowplow andcalculator.1.3.1.3.1Group or classify rocks in terms ofcolor, shape and size.1.3.1.3.2Describe similarities and differencesbetween soil and rocks.For example: Use screens to separatecomponents of soil and observe thesamples using a magnifier.1.3.1.3.3Identify and describe large and smallobjects made of Earth materials.May 24, 2010
Minnesota Academic Standards in ScienceStrand14. LifeScienceSubstrand1. Structure andFunction inLiving Systems2. Interdepen dence AmongLiving SystemsStandardUnderstand that.1. Living things arediverse with manydifferentobservablecharacteristics.1. Natural systemshave manycomponents thatinteract to maintainthe system.CodeBenchmark1.4.1.1.1Describe and sort animals into groups inmany ways, according to their physicalcharacteristics and behaviors.1.4.2.1.1Recognize that animals need space,water, food, shelter and air.1.4.2.1.2Describe ways in which an animal'shabitat provides for its basic needs.For example: Compare students' houseswith animal habitats.3. Evolution inLiving Systems1. Plants andanimals undergo aseries of orderlychanges duringtheir life cycles.1.4.3.1.1Demonstrate an understanding thatanimals pass through life cycles thatinclude a beginning, development intoadults, reproduction and eventuallydeath.For example: Use live organisms orpictures to observe the changes thatoccur during the life cycle of butterflies,meal worms or frogs.21. The Natureof ScienceandEngineeringPage 5 of 421. The Practice ofScience2. Scientificinquiry is a set ches that areused to posequestions about thenatural world andinvestigatephenomena.1.4.3.1.2Recognize that animals pass through thesame life cycle stages as their parents.2.1.1.2.1Raise questions about the natural worldand seek answers by making carefulobservations, noting what happens whenyou interact with an object, and sharingthe answers with others.May 24, 2010
Minnesota Academic Standards in Science2StrandSubstrand1. The Natureof ScienceandEngineering2. The Practice ofEngineeringStandardUnderstand that.2. Engineeringdesign is theprocess ofidentifying aproblem anddevising a productor process to solvethe problem.CodeBenchmark2.1.2.2.1Identify a need or problem and constructan object that helps to meet the need orsolve the problem.For example: Design and build a tool toshow wind direction.Another example: Design a kite andidentify the materials to use.2.1.2.2.2Describe why some materials are betterthan others for making a particularobject and how materials that are betterin some ways may be worse in otherways.For example: Objects made of plastic orglass.2. PhysicalScience1. Matter2. Motion1. Objects can bedescribed in termsof the materialsthey are made ofand their physicalproperties.2. The physicalproperties ofmaterials can bechanged, but notall materialsrespond the sameway to what isdone to them.1. The motion ofan object can bedescribed by achange in itsposition over time.2.1.2.2.3Explain how engineered or designeditems from everyday life benefit people.2.2.1.1.1Describe objects in terms of color, size,shape, weight, texture, flexibility,strength and the types of materials in theobject.2.2.1.2.1Observe, record and recognize thatwater can be a solid or a liquid and canchange from one state to another.2.2.2.1.1Describe an object's change in positionrelative to other objects or a background.For example: Forward, backward, goingup, going down.2.2.2.1.2Demonstrate that objects move in avariety of ways, including a straight line,a curve, a circle, back and forth, and atdifferent speeds.For example: Spinning toy and rockingtoy.Another example: Construct objects thatwill move in a straight line or a curvesuch as a marble or toy car on a track.Page 6 of 42May 24, 2010
Minnesota Academic Standards in ScienceStrand22. PhysicalScienceSubstrand2. Motion3. Earth andSpaceScience2. Interdepen dence Within theEarth System4. LifeScience1. Structure andFunction inLiving Systems2. Interdepen dence AmongLiving Systems3. Evolution inLiving Systems31. The Natureof ScienceandEngineeringPage 7 of 421. The Practice ofScienceStandardUnderstand that.2. The motion ofan object can bechanged by push orpull forces.2. Weather can bedescribed inmeasurablequantities andchanges from dayto day and with theseasons.1. Living things arediverse with manydifferentobservablecharacteristics.1. Natural systemshave manycomponents thatinteract to maintainthe system1. Plants andanimals undergo aseries of orderlychanges duringtheir life cycles.1. Scientists workas individuals andin groups,emphasizingevidence, opencommunicationand skepticism.Code2.2.2.2.1BenchmarkDescribe how push and pull forces canmake objects move.For example: Push and pull objects onsmooth and rough surfaces.2.2.2.2.2Describe how things near Earth fall tothe ground unless something holds themup.2.3.2.2.1Measure, record and describe weatherconditions using common tools.For example: Temperature,precipitation, sunrise/sunset, and windspeed/direction.2.4.1.1.1Describe and sort plants into groups inmany ways, according to their physicalcharacteristics and behaviors.2.4.2.1.1Recognize that plants need space, water,nutrients and air, and that they fulfillthese needs in different ways.2.4.3.1.1Describe the characteristics of plants atdifferent stages of their life cycles.For example: Use live organisms orpictures to observe the changes thatoccur during the life cycles of beanplants or marigolds.3.1.1.1.1Provide evidence to support claims otherthan saying “Everyone knows that,” or“I just know,” and question such reasonswhen given by others.May 24, 2010
Minnesota Academic Standards in Science3StrandSubstrand1. The Natureof ScienceandEngineering1. The Practice ofScienceStandardUnderstand that.2. Scientificinquiry is a set ches that areused to posequestions about thenatural world rate questions that can be answeredwhen scientific knowledge is combinedwith knowledge gained from one's ownobservations or investigations.For example: Investigate the soundsproduced by striking various objects.3.1.1.2.2Recognize that when a scienceinvestigation is done the way it wasdone before, even in a different place, asimilar result is expected.3.1.1.2.3Maintain a record of observations,procedures and explanations, beingcareful to distinguish between actualobservations and ideas about what wasobserved.For example: Make a chart comparingobservations about the structures ofplants and animals.3. InteractionsAmong Science,TechnologyEngineering,Mathematics, andSocietyPage 8 of 423.1.1.2.4Construct reasonable explanations basedon evidence collected from observationsor experiments.2. Men andwomen throughoutthe history of allcultures, includingMinnesotaAmerican Indiantribes andcommunities, havebeen involved inengineering designand scientificinquiry.3.1.3.2.1Understand that everybody can useevidence to learn about the naturalworld, identify patterns in nature, anddevelop tools.3.1.3.2.2Recognize that the practice of scienceand/or engineering involves manydifferent kinds of work and engages menand women of all ages and backgrounds.4. Tools andmathematics helpscientists andengineers seemore, measuremore accurately,and do things thatthey could nototherwiseaccomplish.3.1.3.4.1Use tools, including rulers,thermometers, magnifiers and simplebalances, to improve observations andkeep a record of the observations made.For example: Ojibwe and Dakotaknowledge and use of patterns in thestars to predict and plan.May 24, 2010
Minnesota Academic Standards in ScienceStrand32. PhysicalScienceSubstrand3. EnergyStandardUnderstand that.1. Energy appearsin different forms,including soundand light.CodeBenchmark3.2.3.1.1Explain the relationship between thepitch of a sound, the rate of vibration ofthe source and factors that affect pitch.For example: Changing the length of astring that is plucked changes the pitch.3.2.3.1.2Explain how shadows form and canchange in various ways.3.2.3.1.3Describe how light travels in a straightline until it is absorbed, redirected,reflected or allowed to pass through anobject.For example: Use a flashlight, mirrorsand water to demonstrate reflection andbending of light.3. Earth andSpaceScience4. LifeScience3. The Universe1. Structure andFunction inLiving Systems1. The sun andmoon havelocations andmovements thatcan be observedand described.3.3.3.1.12. Objects in thesolar system asseen from Earthhave various sizesand distinctivepatterns of motion.3.3.3.2.11. Living things arediverse with manydifferentcharacteristics thatenable them togrow, reproduceand survive.3.3.3.1.2Observe and describe the daily andseasonal changes in the position of thesun and compare observations.Recognize the pattern of apparentchanges in the moon's shape andposition.Demonstrate how a large light source ata great distance looks like a small lightthat is much closer.For example: Car headlights at adistance look small compared to whenthey are close.3.3.3.2.2Recognize that the Earth is one ofseveral planets that orbit the sun, andthat the moon orbits the Earth.3.4.1.1.1Compare how the different structures ofplants and animals serve variousfunctions of growth, survival andreproduction.For example: Skeletons in animals andstems in plants provide strength andstability.3.4.1.1.2Identify common grou
The Minnesota Academic Standards in Science are organized by grade level into four content strands: 1) The Nature of Science and Engineering, 2) Physical Science, 3) Earth and Space Science, and 4) Life Science. It is important to note that the content and skills in The Nature of
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