| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | |
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1 | Grade | Strand | Substrand | Standard | Content Area | Benchmark | Emphasis: | Summary | NGSS Analog | POGIL? | OpenScieEd? | PhET? | Notes: | COVERAGE SEQUENCE | Links and more | |||||||||
2 | 8 | 1 Exploring phenomena or engineering problems | 1.1 Asking questions and defining problems | 1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read. | PS: Matter and Its Interactions | 8P.1.1.1.1 Ask questions about locations of common elements on the periodic table to note patterns in the properties of similarly grouped elements. (P: 1, CC: 1, CI: PS1) | Emphasis is on the similar properties within columns of the periodic table. Examples of questions that students may think to ask may include, how are the properties of elements in a column similar and different? | Periodic properties | ||||||||||||||||
3 | 8 | 1 Exploring phenomena or engineering problems | 1.1 Asking questions and defining problems | 1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read. | PS: Motion and Stability: Forces and Interactions | 8P.1.1.1.2 Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. (P: 1, CC: 2, CI: PS2) | Examples of data may include the number of turns of wire in a coil, the strength of magnets, and the current through the wire and their effect on the speed of rotation in a simple motor. | E & M Force Strength | MSPS2-3 | |||||||||||||||
4 | 8 | 1 Exploring phenomena or engineering problems | 1.2 Planning and carrying out investigations | 1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena. | PS: Matter and Its Interactions | 8P.1.2.1.1 Plan and conduct an investigation of changes in pure substances when thermal energy is added or removed and relate those changes to particle motion. (P: 3, CC: 2, CI: PS1) | Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. | Substance & particle changes due to delta Q | MSPS1-4 (MN rephrased) | |||||||||||||||
5 | 8 | 1 Exploring phenomena or engineering problems | 1.2 Planning and carrying out investigations | 1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena. | PS: Motion and Stability: Forces and Interactions | 8P.1.2.1.2 Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. (P: 3, CC: 7, CI: PS2) | Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units. | Newton 1st &2nd | MSPS2-2 | |||||||||||||||
6 | 8 | 1 Exploring phenomena or engineering problems | 1.2 Planning and carrying out investigations | 1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena. | PS: Motion and Stability: Forces and Interactions | 8P.1.2.1.3 Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. (P: 3, CC: 2, CI: PS2) | Examples of this phenomenon may include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations may include first-hand experiences or simulations. | Field Force Experiment(s) | MSPS2-5 | |||||||||||||||
7 | 8 | 1 Exploring phenomena or engineering problems | 1.2 Planning and carrying out investigations | 1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena. | PS: Energy | 8P.1.2.1.4 Plan and conduct an investigation to determine how the temperature of a substance is affected by the transfer of energy, the amount of mass, and the type of matter. (P: 3, CC: 2, CI: PS3) | Emphasis is on conceptualizing temperature as the average kinetic energy of a substance’s particles. Examples of investigations may include comparing final water temperatures after different masses of ice melt in equal volumes of water with the same initial temperature, and temperature changes of different materials with the same mass as they heat or cool in the environment. | T depends on Q, m, c | MSPS3-4 (MN rephrased) | |||||||||||||||
8 | 8 | 2 Looking at data and empirical evidence to understand phenomena or solve problems | 2.1 Analyzing and interpreting data | 2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables. | PS: Matter and Its Interactions | 8P.2.1.1.1 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. (P: 4, CC: 1, CI: PS1) | Examples of reactions may include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride. Examples of properties may include density, melting point, boiling point, solubility, flammability, and odor. | Evidence of chem rxns | MSPS1-2 | |||||||||||||||
9 | 8 | 2 Looking at data and empirical evidence to understand phenomena or solve problems | 2.1 Analyzing and interpreting data | 2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables. | PS: Energy | 8P.2.1.1.2 Construct and interpret graphical displays of data to describe the relationship of kinetic energy to the mass and speed of an object. (P: 4, CC: 3, CI: PS3) | Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples may include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a Wiffle ball versus a tennis ball. | KE vs. m; KE vs. v | MSPS3-1 | |||||||||||||||
10 | 8 | 2 Looking at data and empirical evidence to understand phenomena or solve problems | 2.2 Using mathematics and computational thinking | 2.2.1 Students will be able to use mathematics to represent physical variables and their relationships, compare mathematical expressions to the real world, and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds. | PS: Waves and Their Applications in Technologies for Information Transfer | 8P.2.2.1.1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. (P: 5, CC: 1, CI: PS4) | Emphasis is on describing waves (standard repeating waves) with both qualitative and quantitative thinking. Not included is electromagnetic waves. | amplitude vs wave E | MSPS4-1 | |||||||||||||||
11 | 8 | 2 Looking at data and empirical evidence to understand phenomena or solve problems | 2.2 Using mathematics and computational thinking | 2.2.1 Students will be able to use mathematics to represent physical variables and their relationships, compare mathematical expressions to the real world, and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds. | PS: Energy | 8P.2.2.1.2 Create a computer program to illustrate the transfer of energy within a system where energy changes form.** (P: 5, CC: 7, CI: PS3) | Emphasis of the programming skills is the use of sequences, events and conditionals. Examples of a system may include a roller coaster, a pendulum, an electric water heater, and a solar electric collector. | Energy Conversion Computer Program | need to add! | |||||||||||||||
12 | 8 | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.1 Developing and using models | 3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others. | PS: Matter and Its Interactions | 8P.3.1.1.1 Develop models to describe the atomic composition of simple molecules and crystals. (P: 2, CC: 3, CI: PS1) | Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules may include ammonia and methane. Examples of crystal structures may include sodium chloride or quartz, pyrite or diamonds. Does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete description of all individual atoms in a complex molecule or crystal structure. | Know: H2O, NH3, CH4, NaCl, SiO2, FeS, C (diamond) | MSPS1-1 | |||||||||||||||
13 | 8 | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.1 Developing and using models | 3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others. | PS: Matter and Its Interactions | 8P.3.1.1.2 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. (P: 2, CC: 5, CI: PS1) | Emphasis is on the law of conservation of matter. Examples of models may include physical models, digital formats, or drawings which represent atoms. Not included are atomic masses, balancing symbolic equations, or intermolecular forces. | m conservation | MSPS1-5 | |||||||||||||||
14 | 8 | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.1 Developing and using models | 3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others. | PS: Energy | 8P.3.1.1.3 Develop and revise a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. (P: 2, CC: 5, CI: PS3) | Emphasis is on relative amounts of potential energy and not on calculations of potential energy. Examples of objects within systems interacting at varying distances may include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying 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. | PE vs. position | MSPS3-2 | |||||||||||||||
15 | 8 | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.1 Developing and using models | 3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others. | PS: Waves and Their Applications in Technologies and Information Transfer | 8P.3.1.1.4 Develop and use a model to qualitatively describe that waves are reflected, absorbed, or transmitted through various materials. (P: 2, CC: 4, CI: PS4) | Emphasis is on both light and mechanical waves. Examples of models may include drawings, simulations, a storyboard/diagram and written descriptions. | wave behaviors in matter | MSPS4-2 | 6.1 | ||||||||||||||
16 | 8 | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.2 Constructing explanations and designing solutions | 3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others. | PS: Matter and Its Interactions | 8P.3.2.1.1 Construct an explanation based on evidence and scientific principles of a common phenomenon that can be explained by the motions of molecules. (P: 6, CC: 3, CI: PS1) | Emphasis of the core idea is that the movement of small particles (atoms or molecules) can explain the behavior of macroscopic phenomena. Examples of phenomena may include expansion of balloons, diffusion of odors, and pressure changes in gases due to heating and cooling. | microscopic particles -> macroscopic effects | YES - | |||||||||||||||
17 | 8 | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.2 Constructing explanations and designing solutions | 3.2.2 Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.* | PS: Matter and Its Interactions | 8P.3.2.2.1 Construct, test and modify a device that either releases or absorbs thermal energy by chemical processes.* (P: 6, CC: 5, CI: PS1, ETS1) | Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of chemical reactions include dissolving ammonium chloride or calcium chloride in water. | Make an MRE heater | MSPS1-6 | |||||||||||||||
18 | 8 | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.2 Constructing explanations and designing solutions | 3.2.2 Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.* | PS: Motion and Stability: Forces and Interactions | 8P.3.2.2.2 Design a solution to a problem involving the motion of two colliding objects using Newton’s 3rd Law.* (P: 6, CC: 4, CI: PS2, ETS1) | Examples of practical problems may include the impact of one dimensional collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle. | Newton 3rd | MSPS2-1 | |||||||||||||||
19 | 8 | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.2 Constructing explanations and designing solutions | 3.2.2 Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.* | PS: Energy | 8P.3.2.2.3 Design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* (P: 6, CC: 5, CI: PS3, ETS1) | Emphasis is on using scientific principles to design the device. Examples of devices may include an insulated box, a solar cooker, and a foam cup. | Insulated Cup | MSPS3-3 | |||||||||||||||
20 | 8 | 4 Communicating reasons, arguments and ideas to others | 4.1 Engaging in argument from evidence | 4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counterarguments. | PS: Motion and Stability: Forces and Interactions | 8P.4.1.1.1 Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. (P: 7, CC: 3, CI: PS2) | Examples of evidence for arguments may include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system. Not included are Newton’s Law of Gravitation or Kepler’s Laws. | Fgrav vs. m1, m2 | MSPS2-4 | |||||||||||||||
21 | 8 | 4 Communicating reasons, arguments and ideas to others | 4.1 Engaging in argument from evidence | 4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counterarguments. | PS: Energy | 8P.4.1.1.2 Compare and evaluate evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. (P: 7, CC: 5, CI: PS3) | Examples of empirical evidence used in the students’ arguments may include the temperature or motion of an object before and after an energy transfer. | E conservation during change in KE | MSPS3-5 | |||||||||||||||
22 | 8 | 4 Communicating reasons, arguments and ideas to others | 4.2 Obtaining, evaluating and communicating information | 4.2.1 Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats. | PS: Matter and Its Interactions | 8P.4.2.1.1 Gather and evaluate information from multiple sources to describe that synthetic materials come from natural resources and impact society. (P: 8, CC: 6, CI: PS1) | Emphasis of the practice is to synthesize information from multiple appropriate sources and assess the credibility, accuracy and possible bias of each publication. Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials may include plastic, medicines, foods, and alternative fuels. | synthetic materials | MSPS1-3 | |||||||||||||||
23 | 8 | 4 Communicating reasons, arguments and ideas to others | 4.2 Obtaining, evaluating and communicating information | 4.2.1 Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats. | PS: Waves and Their Applications in Technologies and Information Transfer | 8P.4.2.1.2 Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.** (P: 8, CC: 6, CI: PS4) | Emphasis of the practice is on using information to support and clarify claims. Emphasis of the core idea is on understanding that waves (encoded both analog and digitally) can be used for communication purposes. Examples of encoding and 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. | digitized signals | MSPS4-3 | |||||||||||||||
24 | 9-12 Earth and Space Science | 1 Exploring phenomena or engineering problems | 1.1 Asking questions and defining problems | 1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read. | ESS: Earth’s Systems | 9E.1.1.1.1 Ask questions to clarify how seismic energy traveling through Earth’s interior can provide evidence for Earth’s internal structure. (P: 1, CC: 6,CI: ESS2) | Emphasis is on how wave propagation depends on the density of the medium through which the wave travels, and how seismic data is used to support the idea of a layered earth. | seimic data revealing Earth's interior | N/A | yes- | ||||||||||||||
25 | 9-12 Earth and Space Science | 1 Exploring phenomena or engineering problems | 1.2 Planning and carrying out investigations | 1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena. | ESS: Earth’s Systems | 9E.1.2.1.1 Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. (P: 3, CC: 6, CI: ESS2) | Emphasis is on physical and chemical investigations with water and a variety of solid materials to provide the evidence for how processes in the water cycle and rock cycle interact. Examples of physical investigations may include transportation and deposition of various sediment types and sizes, erosion of surfaces with varying amounts of soil moisture content and/or ground 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. | Water lab | ESS2-5 | Weathering Types Lab | ||||||||||||||
26 | 9-12 Earth and Space Science | 1 Exploring phenomena or engineering problems | 1.2 Planning and carrying out investigations | 1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena. | ESS: Earth and Human Activity | 9E.1.2.1.2 Plan and conduct an investigation of the properties of soils to model the effects of human activity on soil resources. (P: 3, CC: 2, CI: ESS3, ETS2) | Emphasis is on identifying variables to test, developing a workable experimental design, and identifying limitations of the data. Examples of variables may include soil type and composition (particularly those found in Minnesota), erosion rate, water infiltration rates, nutrient profiles, soil conservation practices, or specific crop requirements. | soil investiagtion | N/A | |||||||||||||||
27 | 9-12 Earth and Space Science | 2 Looking at data and empirical evidence to understand phenomena or solve problems | 2.1 Analyzing and interpreting data | 2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables. | ESS: Earth’s Place in the Universe | 9E.2.1.1.1 Analyze data to make a valid scientific claim about the way stars, over their life cycle, produce elements. (P: 4, CC: 5, CI: ESS1) | Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime. | stellar nucleosynthesis | ESS1-3 | Life Cycles of Stars | * Periodic Table * Types of Chemical Bonds?? * Flame Tests | https://www.thoughtco.com/stellar-nucleosynthesis-2699311 | Milky Way in different wavelengths | http://www.columbia.edu/~vjd1/Solar%20Spectrum%20Ex.html | https://commons.wikimedia.org/wiki/File:Mystery_star_spectrum.jpg | |||||||||
28 | 9-12 Earth and Space Science | 2 Looking at data and empirical evidence to understand phenomena or solve problems | 2.1 Analyzing and interpreting data | 2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables. | ESS: Earth’s Systems | 9E.2.1.1.2 Analyze geoscience data to make a claim that one change to the Earth’s surface can create feedbacks that cause changes to other Earth systems. (P: 4, CC: 7, CI: ESS2, ETS2) | Emphasis is on using data analysis tools and techniques in order to make valid scientific claims. Examples may include climate feedback mechanisms, such as how an increase in greenhouse gases causes a rise in global temperatures that 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. | feedbacks | ESS2-2 | |||||||||||||||
29 | 9-12 Earth and Space Science | 2 Looking at data and empirical evidence to understand phenomena or solve problems | 2.1 Analyzing and interpreting data | 2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables. | ESS: Earth and Human Activity | 9E.2.1.1.3 Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth’s systems and human infrastructure.* (P: 4, CC: 7, ESS3, ETS1) | Examples of evidence (for both data and climate model outputs) may include precipitation and temperature and their associated impacts 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. | climate forecasts | ESS3-5 | |||||||||||||||
30 | 9-12 Earth and Space Science | 2 Looking at data and empirical evidence to understand phenomena or solve problems | 2.2 Using mathematics and computational thinking | 2.2.1 Students will be able to use mathematics to represent physical variables and their relationships; compare mathematical expressions to the real world; and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds. | ESS: Earth’s Place in the Universe | 9E.2.2.1.1 Use mathematical and computational representations to predict the motion of natural and human-made objects that are in orbit in the solar system.** (P: 5, CC: 3, CI: ESS1, ETS2) | Emphasis is on Kepler’s laws of planetary motion and Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons. | planetary and satellite motions | ESS1-4 | Pendulum Lab. * https://www.exploratorium.edu/ronh/weight/ * "How High Can You Jump on Mars?" Lab * Super Planet Crash * Constellations - Ojibwe and Greek - and their motions through the sky * Sun-Earth-Moon System Model * Stellarium Observations | 9.01 | ECLIPSE TIME LAPSE VIDEOS - lunar, solar * https://news.yahoo.com/nasa-readies-sls-moon-rocket-200441600.html * | Video, and/or FLASH;.......... SOLAR SYSTEM VIDEO | BLACK HOLE MERGER GRAVITATIONAL WAVES https://www.ligo.caltech.edu/video/ligo20160615v2 | ||||||||||
31 | 9-12 Earth and Space Science | 2 Looking at data and empirical evidence to understand phenomena or solve problems | 2.2 Using mathematics and computational thinking | 2.2.1 Students will be able to use mathematics to represent physical variables and their relationships; compare mathematical expressions to the real world; and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds. | ESS: Earth’s Systems | 9E.2.2.1.2 Develop a computational model, based on observational data, experimental evidence, and chemical theory, to describe the cycling of carbon among Earth’s systems.** (P: 2, CC: 5, CI: ESS2) | Emphasis is on quantitative modeling of carbon as it cycles through the ocean, air, rock (particularly limestone), soil, and organisms. Emphasis is also on using empirical evidence and scientific reasoning to inform the algorithmic thinking about the conservation and cycling of matter. | C cycle | ESS2-6 | |||||||||||||||
32 | 9-12 Earth and Space Science | 2 Looking at data and empirical evidence to understand phenomena or solve problems | 2.2 Using mathematics and computational thinking | 2.2.1 Students will be able to use mathematics to represent physical variables and their relationships; compare mathematical expressions to the real world; and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds. | ESS: Earth and Human Activity | 9E.2.2.1.3 Develop or use an algorithmic representation, based on investigations of causes and effects in complex Earth systems, to illustrate the relationships within some part of the Earth system and how human activity might affect those relationships. (P: 5, CC: 4, CI: ESS3, ETS2) | Emphasis is on students identifying the interacting components of a system, mathematically modeling how those factors interact and accounting for the effects of human activity on the system. Examples may include local systems in which natural and human-influenced variables impact the amount of runoff. | Human effect on Earth systems (ex. runoff) | ESS3-6 | |||||||||||||||
33 | 9-12 Earth and Space Science | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.1 Developing and using models | 3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others. | ESS: Earth’s Place in the Universe | 9E.3.1.1.1 Develop and use a model based on evidence to illustrate the life span of the Sun and the role of nuclear fusion in the Sun’s core to release energy that eventually reaches Earth in the form of radiation. (P: 2, CC: 3, CI: ESS1) | Emphasis is on showing the relationships among the fuel, products and the energy transfer mechanisms that allow energy from nuclear fusion in the Sun’s core to reach the Earth. Examples of evidence that students might use include 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. | Sun life and energy | ESS1-1 | |||||||||||||||
34 | 9-12 Earth and Space Science | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.1 Developing and using models | 3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others. | ESS: Earth’s Systems | 9E.3.1.1.2 Develop and use a model based on evidence to explain how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean floor features. (P: 2, CC: 7, CI: ESS2) | Emphasis is on how the appearance of land features (such as mountains and valleys) and seafloor features (such as trenches and ridges) are a result of both constructive mechanisms (such as volcanism and tectonic motion) and destructive mechanisms (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. | Formation of Continental and Ocean Floor features | ESS2-1 | |||||||||||||||
35 | 9-12 Earth and Space Science | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.1 Developing and using models | 3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others. | ESS: Earth’s Systems | 9E.3.1.1.3 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. (P: 2, CC: 4, CI: ESS2) | Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the 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. | Ocean and Atmospheric Circulation | N/A | |||||||||||||||
36 | 9-12 Earth and Space Science | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.1 Developing and using models | 3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others. | ESS: Earth’s Systems | 9E.3.1.1.4 Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. (P: 2, CC: 2, CI: ESS2) | Emphasis is on using a model to describe the mechanism for how energy flow affects changes in climate. Examples of the causes of climate change differ by timescale and may include: 1-10 years: large volcanic eruptions, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of 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. | Earth's Energy Balance | ESS2-4 | |||||||||||||||
37 | 9-12 Earth and Space Science | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.2 Constructing explanations and designing solutions | 3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others. | ESS: Earth’s Place in the Universe | 9E.3.2.1.1 Construct an explanation that links astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe to the Big Bang. (P: 6, CC: 5, CI: ESS1, ETS2) | Emphasis is on how the redshift of light from galaxies is an indication of cosmic expansion, on how the cosmic microwave background radiation is a remnant of the Big Bang, and on how the observed composition of ordinary matter, primarily found in stars and interstellar gases, matches that predicted by the Big Bang. | Evidence supporting Big Bang | ESS1-2 | Periodic Table | 2 | https://www.youtube.com/watch?v=3tCMd1ytvWg CMB (2nd video at: https://www.youtube.com/watch?v=AYFDN2DSVgc) * https://webbtelescope.org/resource-gallery/images (added to slides) | https://www.nasa.gov/webbfirstimages | |||||||||||
38 | 9-12 Earth and Space Science | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.2 Constructing explanations and designing solutions | 3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others. | ESS: Earth’s Place in the Universe | 9E.3.2.1.2 Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. (P: 6, CC: 7, CI: ESS1) | Emphasis of the practice is on linking the evidence to the claims about Earth’s formation. Emphasis of the core idea is on using available evidence within the solar system to reconstruct the early history of Earth. Examples of evidence include the absolute ages of ancient materials, the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces. | Earth Formation & Early History | ESS1-6 | |||||||||||||||
39 | 9-12 Earth and Space Science | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.2 Constructing explanations and designing solutions | 3.2.2 Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.* | ESS: Earth and Human Activity | 9E.3.2.2.1 Evaluate or refine a technological solution to reduce the human impacts on a natural system and base the evaluations or refinements on evidence and analysis of pertinent data.* (P: 6, CC: 7, CI: ESS3, ETS1, ETS2) | Emphasis is on prioritizing identified criteria and constraints related to social and environmental considerations. Examples of data for the impacts of human activities may include the quantities and types of pollutants released into air or groundwater, 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). | Reducing Human Environmental Impact | ESS3-4 (MN expanded) | |||||||||||||||
40 | 9-12 Earth and Space Science | 4 Communicating reasons, arguments and ideas to others | 4.1 Engaging in argument from evidence | 4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counterarguments. | ESS: Earth’s Place in the Universe | 9E.4.1.1.1 Evaluate the evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. (P: 7, CC: 1, CI: ESS1) | Emphasis is on evaluating the strengths, weaknesses and reliability of the given evidence along with its ability to support logical and reasonable arguments about the motion and age of crustal plates. Examples of evidence may include the ages of oceanic crust which increase with distance from mid-ocean ridges (a result of seafloor spreading) and the ages of North American continental crust decreasing with distance away from a central ancient core (a result of past plate interactions). | Plate Tectonics and Crust Age | ESS1-5 | |||||||||||||||
41 | 9-12 Earth and Space Science | 4 Communicating reasons, arguments and ideas to others | 4.1 Engaging in argument from evidence | 4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments. | ESS: Earth’s Systems | 9E.4.1.1.2 Evaluate the evidence and reasoning for the explanatory model that Earth’s interior is layered and that thermal convection drives the cycling of matter. (P: 7, CC: 5, CI: ESS2) | Emphasis is on how plate tectonics is controlled by mantle convection (due to the outward flow of energy from the decay of radioactive isotopes and the gravitational movement of denser materials toward the interior). | Earth Interior, Convection & Plate Tectonics | ESS2-3 | |||||||||||||||
42 | 9-12 Earth and Space Science | 4 Communicating reasons, arguments and ideas to others | 4.1 Engaging in argument from evidence | 4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments. | ESS: Earth and Human Activity | 9E.4.1.1.3 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* (P: 7, CC: 5, CI: ESS3, ETS1) | Emphasis is on the conservation, recycling, and reuse of resources (such as minerals, metals or soils) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for fracking sand, iron ore, and rare metals), and pumping (for oil and natural gas). | Energy and Mineral Resource Utilization | ESS3-2 | |||||||||||||||
43 | 9-12 Earth and Space Science | 4 Communicating reasons, arguments and ideas to others | 4.2 Obtaining, evaluating and communicating information | 4.2.1 Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats. | ESS: Earth’s Systems | 9E.4.2.1.1 Compare, integrate and evaluate sources of information in order to determine how specific factors, including human activity, impact the groundwater system of a region. (P: 8, CC: 2, CI: ESS2, ETS2) | Emphasis is on making sense of technical information presented in a variety of formats (graphs, diagrams and words). Examples of sources of information may include student experimental data. Examples of factors may include porosity, permeability, 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. | Factors impacting gourndwater | N/A | |||||||||||||||
44 | 9-12 Earth and Space Science | 4 Communicating reasons, arguments and ideas to others | 4.2 Obtaining, evaluating and communicating information | 4.2.2 Students will be able to gather information about and communicate the methods that are used by various cultures, especially those of Minnesota American Indian Tribes and communities, to develop explanations of phenomena and design solutions to problems. | ESS: Earth and Human Activity | 9E.4.2.2.1 Apply place-based evidence, including those from Minnesota American Indian Tribes and communities and other cultures, to construct an explanation of how a warming climate impacts the hydrosphere, geosphere, biosphere, or atmosphere. (P: 8, CC: 4, CI: ESS3) | Examples of cultures may include those within the local context of the learning community and within the context of Minnesota. Emphasis is on understanding and using American Indian knowledge systems to describe regional impacts of climate change to 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. | Effects of Climate on Communities & Cultures | N/A | |||||||||||||||
45 | 9-12 Chemistry | 1 Exploring phenomena or engineering problems | 1.1 Asking questions and defining problems | 1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read. | Chemistry - PS: Matter and Its Interactions | 9C.1.1.1.1 Ask questions about the impact of greenhouse gases on the Earth’s climate by analyzing their molecular structure and responses during energy absorption (P: 1, CC: 5, CI: PS1) | Emphasis should include natural and human-made sources. Structures should include molecular shape. | N/A | x | |||||||||||||||
46 | 9-12 Chemistry | 1 Exploring phenomena or engineering problems | 1.2 Planning and carrying out investigations | 1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions and will organize and collect data to provide evidence to support claims the students make about phenomena. | Chemistry - PS: Matter and Its Interactions | 9C.1.2.1.1 Plan and conduct an investigation to gather evidence to compare the structure of substances and infer the strength of electrical forces between particles. (P: 3, CC: 1, CI: PS1) | Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles may include ions, atoms, molecules, and networked materials (such as graphite). Examples of collected evidence may include the melting point and boiling point, vapor pressure, and surface tension. | PS1-3 | x | |||||||||||||||
47 | 9-12 Chemistry | 1 Exploring phenomena or engineering problems | 1.2 Planning and carrying out investigations | 1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena. | Chemistry - PS: Matter and Its Interactions | 9C.1.2.1.2 Plan and conduct an investigation of acid-base reactions to test ideas about the concentrations of the hydronium ion in an aqueous solution (pH). (P:3, CC: 3, CI: PS1) | Emphasis is on developing an understanding of pH scales and various ways to measure pH. Also included is understanding the relative strength of acidity based on periodic properties of elements, the electronegativity model of electron distribution, empirical dipole moments, and molecular geometry. Examples of investigations may include household chemicals and ocean acidification analogs. | N/A | x | |||||||||||||||
48 | 9-12 Chemistry | 2 Looking at data and empirical evidence to understand phenomena or solve problems | 2.1 Analyzing and interpreting data | 2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables. | Chemistry - PS: Matter and Its Interactions | 9C.2.1.1.1 Analyze patterns in air or water quality data to make claims about the causes and severity of a problem and the necessity to remediate or to recommend a treatment process. (P: 4, CC :2, CI: PS1) | Emphasis is on the scale of the problem and appropriate use of concentration units. Examples of pollutant data may include ozone, lead, particulates, nitrates, or microorganisms. Examples of remediation may include physical, chemical or biological processes. | N/A | x | |||||||||||||||
49 | 9-12 Chemistry | 2 Looking at data and empirical evidence to understand phenomena or solve problems | 2.2 Using mathematics and computational thinking | 2.2.1 Students will be able to use mathematics to represent physical variables and their relationships, compare mathematical expressions to the real world, and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds. | Chemistry - PS: Matter and Its Interactions | 9C.2.2.1.1 Develop a data simulation, based on observations and experimental data of how the pressure, volume, temperature, and mass of a gas are related to each other, to predict the effect on a system of changing one of those variables.** (P: 5, CC: 2, CI: PS1) | Emphasis is on applying the kinetic molecular theory of gases to develop gas laws. Example systems may include balloons, tires, or syringes. | N/A | x | |||||||||||||||
50 | 9-12 Chemistry | 2 Looking at data and empirical evidence to understand phenomena or solve problems | 2.2 Using mathematics and computational thinking | 2.2.1 Students will be able to use mathematics to represent physical variables and their relationships, compare mathematical expressions to the real world, and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds. | Chemistry - PS: Matter and Its Interactions | 9C.2.2.1.2 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. (P: 5, CC: 5, CI: PS1) | Emphasis of the practice is on using mathematical ideas to communicate the proportional relationships between the masses of atoms in the reactants and products. Emphasis of the core idea is on the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. | PS1-7 | x | |||||||||||||||
51 | 9-12 Chemistry | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.1 Developing and using models | 3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others. | Chemistry - PS: Matter and Its Interactions | 9C.3.1.1.1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of valence electrons. (P: 2, CC: 1, CI: PS1) | Emphasis is on properties that could be predicted from patterns and may include reactivity of metals, types of bonds formed (ionic versus covalent), and numbers of bonds formed. | PS1-1 | x | |||||||||||||||
52 | 9-12 Chemistry | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.1 Developing and using models | 3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others. | Chemistry - PS: Matter and Its Interactions | 9C.3.1.1.2 Develop a model based on evidence to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. (P: 2, CC: 5, CI: PS1) | Emphasis of the practice is on illustrating the relationships between components of the system. Emphasis of the core idea is on how a chemical reaction is a system that affects the energy change. Examples of models may include molecular-level drawings, diagrams, 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. | PS1-4 | x | |||||||||||||||
53 | 9-12 Chemistry | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.1 Developing and using models | 3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others. | Chemistry - PS: Matter and Its Interactions | 9C.3.1.1.3 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. (P: 2, CC: 5, CI: PS1) | Emphasis is on simple qualitative models and on the scale of energy released in nuclear processes relative to other kinds of transformations. Not included is quantitative calculations of the energy released. | PS1-8 | not really in POGIL | |||||||||||||||
54 | 9-12 Chemistry | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.2 Constructing explanations and designing solutions | 3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others. | Chemistry - PS: Matter and Its Interactions | 9C.3.2.1.1 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. (P: 6, CC: 1, CI: PS1) | Examples of chemical reactions may include synthesis, decomposition, or combustion. | PS1-2 | x | |||||||||||||||
55 | 9-12 Chemistry | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.2 Constructing explanations and designing solutions | 3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others. | Chemistry - PS: Matter and Its Interactions | 9C.3.2.1.2 Apply scientific principles and evidence to provide an explanation about the effects of changing the surface area, agitation, temperature, and concentration of the reacting particles on the rate at which the reaction occurs. (P: 6, CC: 1, CI: PS1) | Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules and on simple reactions in which there are only two reactants. Examples of evidence may include temperature, concentration, and rate data, and qualitative relationships between rate and temperature. | PS1-5 (MN expanded to include agitation and surface area) | not really in POGIL | |||||||||||||||
56 | 9-12 Chemistry | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.2 Constructing explanations and designing solutions | 3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others. | Chemistry - PS: Matter and Its Interactions | 9C.3.2.1.3 Construct an explanation for the phenomenon of solution creation and identify from patterns how the properties of the resulting solution depend on the interactions between solute and solvent or on concentrations of solutes. (P: 6, CC: 1, CI: PS1) | Emphasis is on polarity, solubility, boiling point elevation, freezing point depression, and osmosis. Examples may include salts dissolving to make water hard, road salt, antifreeze, oil spills, and reverse osmosis water systems. | Colligative and non-colligative properties of solutions | N/A | x | ||||||||||||||
57 | 9-12 Chemistry | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.2 Constructing explanations and designing solutions | 3.2.2 Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.* | Chemistry - PS: Matter and Its Interactions | 9C.3.2.2.1 Evaluate the design and function of products and processes involving organic compounds to meet desired needs in relationship to the molecular structures and in particular the functional groups involved.* (P: 6, CC: 6, CI: PS1, ETS1) | Examples of desired needs are having flexible but durable materials made up of long-chained molecules (polymers and plastics) and having pharmaceuticals designed to interact with specific receptors. | basic organic chem | N/A | not really in POGIL - SEE CSD activity from FINAL for X-Ray Diffractometry | ||||||||||||||
58 | 9-12 Chemistry | 4 Communicating reasons, arguments and ideas to others | 4.2 Obtaining, evaluating and communicating information | 4.2.1 Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats. | Chemistry - PS: Matter and Its Interactions | 9C.4.2.1.1 Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* (P: 8, CC: 6, CI: PS1) | Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples may include why electrically conductive materials are often made of metal. | Inter- and Intra- molecular forces and their effects | PS2-6 | x - also SEE CSD activity from FINAL for X-Ray Diffractometry | ||||||||||||||
59 | 9-12 Chemistry | 4 Communicating reasons, arguments and ideas to others | 4.2 Obtaining, evaluating and communicating information | 4.2.1 Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats. | Chemistry - PS: Matter and Its Interactions | 9C.4.2.1.2 Review text and online sources to develop a series of questions regarding the chemistry, utility, and safety of nuclear fission. (P: 8, CC: 7,CI: PS1) | Emphasis is on evaluating the argument and specific claims in the text, including the validity of reasoning as well as the relevance and sufficiency of the evidence. Examples may include fission (nuclear power generation, nuclear weapons) and the use of fission by-products (nuclear medicine, food irradiation). | nuclear fission | N/A | not really in POGIL | ||||||||||||||
60 | 9-12 Chemistry | 4 Communicating reasons, arguments and ideas to others | 4.2 Obtaining, evaluating and communicating information | 4.2.2 Students will be able to gather information about and communicate the methods that are used by various cultures, especially those of Minnesota American Indian Tribes and communities, to develop explanations of phenomena and design solutions to problems. | Chemistry - PS: Matter and Its Interactions | 9C.4.2.2.1 Communicate and evaluate claims by various stakeholders, including Minnesota American Indian Tribes and communities and other cultures, about the environmental impacts of various chemical processes on natural resources. (P: 8, CC: 2, CI: PS1) | Examples of cultures may include those within the local context of the learning community and within the context of Minnesota. Examples of natural resources may include wild rice harvesting, mining of minerals, and access to clean air and water. Examples of chemical processes may include sulfate in water/soil, acid mine drainage, and air and water pollution. | chemical processes impacting environment | N/A | not really in POGIL | ||||||||||||||
61 | 9-12 Physics | 1 Exploring phenomena or engineering problems | 1.1 Asking questions and defining problems | 1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read. | Physics – PS: Waves and Their Applications in Technologies for Information Transfer | 9P.1.1.1.1 Evaluate questions about the advantages and disadvantages of using digital transmission and storage of information.* ** (P: 1, CC: 7, CI: PS4, ETS1) | Emphasis is on the trade-offs involved in the transmission and storage of data elements. Examples of advantages may include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Examples of disadvantages may include issues of easy deletion, security, and theft. | PS4-2 | stable, easy, reliable, copy, transfer, share; corruption, loss, deletion, security, thaft, ransomware, | |||||||||||||||
62 | 9-12 Physics | 1 Exploring phenomena or engineering problems | 1.2 Planning and carrying out investigations | 1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena. | Physics – PS: Motion and Stability: Forces and Interactions | 9P.1.2.1.1 Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. (P: 3, CC: 2, CI: PS2) | Examples of contexts for investigations may include coils, motors, generators, and transformers. | I & B relationship | PS2-5 | P.1 & P.5 (esp. P.1Lsns5&6) | https://phet.colorado.edu/sims/html/faradays-law/latest/faradays-law_all.html https://phet.colorado.edu/sims/cheerpj/faraday/latest/faraday.html?simulation=magnets-and-electromagnets | phenomena: wireless charger; multimeters, motors, coils, magnets, shock transformer, generator | ||||||||||||
63 | 9-12 Physics | 1 Exploring phenomena or engineering problems | 1.2 Planning and carrying out investigations | 1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena. | Physics - PS: Energy | 9P.1.2.1.2 Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperatures are combined within a closed system results in a more uniform energy distribution among the components in the system. (P: 3, CC: 3, CI: PS3) | Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples may include mixing liquids at different initial temperatures or adding objects at different temperatures to water. | Q distribution | PS3-4 | Heat Mixes Lab 1&2 - adjust for design-your-own and postlab; intro part of https://phet.colorado.edu/sims/html/energy-forms-and-changes/latest/energy-forms-and-changes_all.html | ||||||||||||||
64 | 9-12 Physics | 2 Looking at data and empirical evidence to understand phenomena or solve problems | 2.1 Analyzing and interpreting data | 2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables. | Physics - PS: Motion and Stability: Forces and Interactions | 9P.2.1.1.1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. (P: 4, CC: 2, CI: PS2) | Examples of data (including data from student investigations) may include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force. | F=ma | PS2-1 | P.2 | https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_all.html | phenomenae: land speed record https://www.youtube.com/watch?v=q4-2O8diL70 Revise Newton's second Law Lab; include graphs of motion | ||||||||||||
65 | 9-12 Physics | 2 Looking at data and empirical evidence to understand phenomena or solve problems | 2.2 Using mathematics and computational thinking | 2.2.1 Students will be able to use mathematics to represent physical variables and their relationships, compare mathematical expressions to the real world, and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds. | Physics – PS: Motion and Stability: Forces and Interactions | 9P.2.2.1.1 Apply mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. (P: 5, CC: 4, CI: PS2) | Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. Examples may include investigating changes in momentum before and after collisions in closed systems. | p conservation | PS2-2 | https://phet.colorado.edu/en/simulations/collision-lab | bouncing darts, bike tire & stool/chair, figure skater, problem solving | |||||||||||||
66 | 9-12 Physics | 2 Looking at data and empirical evidence to understand phenomena or solve problems | 2.2 Using mathematics and computational thinking | 2.2.1 Students will be able to use mathematics to represent physical variables and their relationships, compare mathematical expressions to the real world, and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds. | Physics – PS: Motion and Stability: Forces and Interactions | 9P.2.2.1.2 Apply mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. (P: 5, CC: 1, CI: PS2) | Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields and the forces on objects in the fields. | Inverse square laws - gravity and electricity | PS2-4 | https://phet.colorado.edu/en/simulations/gravity-force-lab https://phet.colorado.edu/sims/html/coulombs-law/latest/coulombs-law_all.html | phenomenae: Van de Graaf, sky maps/planteary orbiatl comparisons, inverse square law conceptualization and calculations, derive kepler's third law | |||||||||||||
67 | 9-12 Physics | 2 Looking at data and empirical evidence to understand phenomena or solve problems | 2.2 Using mathematics and computational thinking | 2.2.1 Students will be able to use mathematics to represent physical variables and their relationships, compare mathematical expressions to the real world, and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds. | Physics - PS: Energy | 9P.2.2.1.3 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in or out of the system are known.** (P: 5, CC: 4, CI: PS3) | Emphasis is on explaining the meaning of mathematical expressions used in the model for systems of two or three components. Forms of energy may include thermal energy, kinetic energy, and elastic potential energy. Computational models may include the creation or use of a simulation or the analysis of a data set. | NRG conservation | PS3-1 | P.1, P.2 | https://phet.colorado.edu/sims/html/pendulum-lab/latest/pendulum-lab_all.html https://phet.colorado.edu/sims/html/energy-skate-park/latest/energy-skate-park_all.html https://phet.colorado.edu/sims/html/energy-forms-and-changes/latest/energy-forms-and-changes_all.html https://phet.colorado.edu/sims/html/hookes-law/latest/hookes-law_all.html | Scruffy the bowling ball | ||||||||||||
68 | 9-12 Physics | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.1 Developing and using models | 3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others. | Physics - PS: Energy | 9P.3.1.1.1 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). (P: 2, CC: 5, CI: PS3) | Examples of phenomena at the macroscopic scale may include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above Earth, and the energy stored between two electrically charged plates. Examples of models may include diagrams, drawings, descriptions, and computer simulations. | NRG is from motion and position | PS3-2 | P.1 (part) | see 2.2.1.3 above and https://phet.colorado.edu/sims/html/friction/latest/friction_all.html https://phet.colorado.edu/sims/html/capacitor-lab-basics/latest/capacitor-lab-basics_all.html | |||||||||||||
69 | 9-12 Physics | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.1 Developing and using models | 3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others. | Physics - PS: Energy | 9P.3.1.1.2 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between the two objects and the changes in energy of the two objects due to the interaction and describe how these forces are present in phenomena. (P: 2, CC: 2, CI: PS3) | Examples of models may include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other. Examples of phenomena may include motors, electromagnetic induction, speakers, generators, wireless charging, and induction cooktops. | E or B interactions | PS3-5 | P.1, P.2 | https://phet.colorado.edu/sims/html/coulombs-law/latest/coulombs-law_all.html | tag along with 1.2.1.1 | ||||||||||||
70 | 9-12 Physics | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.2 Constructing explanations and designing solutions | 3.2.2 Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.* | Physics - PS: Motion and Stability: Forces and Interactions | 9P.3.2.2.1 Develop a computer simulation to demonstrate the impact of a proposed solution that minimizes the force on a macroscopic object during a collision.** (P: 6, CC: 2, CI: PS2, ETS1) | Emphasis is on applying science and engineering principles and analyzing the energy conversions. Examples of a device may include a helmet, a parachute, an airbag, and packaging for safe shipping. | Force minimization | PS2-3 | https://phet.colorado.edu/en/simulations/collision-lab | Phenomena: red bull stratos https://www.skydivetecumseh.com/2020/06/30/highest-skydive-in-history/ Code HS collisions? | |||||||||||||
71 | 9-12 Physics | 3 Developing possible explanations of phenomena or designing solutions to engineering problems | 3.2 Constructing explanations and designing solutions | 3.2.2 Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.* | Physics - PS: Energy | 9P.3.2.2.2 Evaluate a solution to a complex energy-related problem based on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, aesthetics, and maintenance, as well as social, cultural, and environmental impacts.* (P: 6, CC: 2, CI: PS3, ETS1) | Examples of energy-related problems may be drawn from alternative energy, manufacturing, and transportation systems. | NRG solutions | PS3-3 (changed from NGSS define/build/refine to evaluate) | P.1 | supplement openscied with envirothon 2024? - renewable energy | |||||||||||||
72 | 9-12 Physics | 4 Communicating reasons, arguments and ideas to others | 4.1 Engaging in argument from evidence | 4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments. | Physics – PS: Waves and Their Applications in Technologies for Information Transfer | 9P.4.1.1.1 Evaluate the claims, evidence, and reasoning behind the argument that electromagnetic radiation can be described using either a wave model or a particle model, and that for some phenomena one model is more useful than the other. (P: 7, CC: 4, CI: PS4) | Examples of energy-related problems may be drawn from alternative energy, manufacturing, and transportation systems. | Wave/particle duality | PS4-3 | P.5 | ||||||||||||||
73 | 9-12 Physics | 4 Communicating reasons, arguments and ideas to others | 4.2 Obtaining, evaluating and communicating information | 4.2.1 Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats. | Physics – PS: Waves and Their Applications in Technologies for Information Transfer | 9P.4.2.1.1 Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. (P: 8, CC: 2, CI: PS4) | Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples may include medical imaging technology and communication devices. | EMF effects | PS4-4 | P.5 | ||||||||||||||
74 | 9-12 Physics | 4 Communicating reasons, arguments and ideas to others | 4.2 Obtaining, evaluating and communicating information | 4.2.1 Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats. | Physics – PS: Waves and Their Applications in Technologies for Information Transfer | 9P.4.2.1.2 Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* (P: 8, CC: 2, CI: PS4) | Examples of devices may include medical imaging technologies, cell phones, GPS, Doppler radar or solar cells that capture light and convert it to electricity. | Waves comm/NRG | PS4-5 | P.5 | ||||||||||||||
75 | * indicates an engineering-related benchmark or standard | Mn Physics left out energy conversions 3-3 and wave speed equation 4-1 from NGSS | 4-1 is in P.5 | |||||||||||||||||||||
76 | ** indicates a computer science-related benchmark | OpenSciEd Units | Unit Question: | |||||||||||||||||||||
77 | end of worksheet | P.1 Big Ideas: Energy Flow from Earth’s Systems | How can we design more reliable systems to meet our communities’ energy needs? | In this unit, students will explain how humans use machines to transfer energy out of Earth’s four systems, and into our communities. Students will consider the tradeoffs inherent in making engineering decisions about electricity generation for communities around the world, including distribution of resources (both natural and economic), and think critically about inequitable distribution. As part of these tradeoffs, we will consider how we weigh these decisions, and hear both western and indigenous perspectives on what should weigh more heavily. Students will develop models to describe energy flow through systems both on paper, and using software (like Sage Modeler) to understand how the decisions humans make change energy flow into our communities and homes. | ||||||||||||||||||||
78 | P.2 Big Ideas: Energy, Forces & Earth’s Crus | How do forces in Earth’s interior determine what will happen to the surface we see? | In this unit, students will look more closely at one of Earth’s systems: the geosphere. We will consider the energy flow through this system through convection and motion, with a focus on the distinction between energy that is transferring very slowly over millions of years, and sudden energy transfers like earthquakes. To explain these sudden transfers of energy, we will develop a new framework for understanding why energy transfers: balanced and unbalanced forces. We will model various plate interactions using force diagrams, and consider the value of using energy and forces to describe interactions. | |||||||||||||||||||||
79 | P.3 Big Ideas: Collisions & Momentum | What can we do to make driving safer for everyone? | In this unit, students will take the energy and forces frameworks we developed in an Earth Science context, and consider how a generalization of these ideas (Newton’s laws) can help us solve a problem related to collisions and safety. This may be in the context of cars, helmets, or something else. Students will use conservation of momentum to inform the design of a device that minimizes force. They will move through at least one full engineering design cycle as they refine these devices | |||||||||||||||||||||
80 | Big Ideas: Meteors, Orbits & Gravity | How have collisions with objects from space changed Earth in the past, and how could they affect our future? | Students will consider the impact that rocks from space have on Earth. They will trace these rocks back into the solar system, and use our forces framework to try to describe their motion in order to predict if they might impact Earth. As part of this unit we will highlight the humanity of science, including scientific joy (like when a scientist discovers a meteor), and what motivates scientists (like protecting humanity), and how people around the world and throughout history have contextualized, understood, and found meaning in rocks from space. | |||||||||||||||||||||
81 | Big Ideas: Electromagnetic Radiation | How do we use radiation in our lives, and is it safe for humans? | Students wonder how a microwave oven heats food, and why it does so differently than other kinds of cooking devices. They will explore wave behavior, and review conduction. They will explain how interference causes uneven heating and use both a photon and wave model to understand a microwave’s quirks. We will consider whether or not microwave radiation is dangerous, and use what we learn to explain the relative risks of other kinds of radiation. | |||||||||||||||||||||
82 | Big Ideas: Earth’s History & the Big Bang | Why do stars shine and will they shine forever? | Students consider signals from space, and how these signals can teach us things that are unfathomably far away. We consider our relationship within the Universe, making strong connections to indigenous cosmologies, and highlighting the vital importance of learning from mistakes, and embracing uncertainty. We trace some of the signals we receive back to rewind to the beginning of the Universe, and then follow that story in fast forward to explain the flow of energy and matter toward the creation of the Earth itself, and the existence of the Earth systems we have been exploring since the first unit (P.1). | |||||||||||||||||||||
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