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Minnesota Minerals Education Workshop - Chisholm 2024
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Proposed Standards Cross Referenced with Topics Proposed at MMEW 2024
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Disclaimer: The Minnesota Minerals Education Workshop intends to provide K-12 educators exposure and a hands-on experience to Minnesota's geology, mining history, and natural resources. It is expected that workshop participants will incorporate information and resources obtained at the workshop into their grade level and class needs. The MMEW program topics marked by an "X" indicate where the MMEW program topic correlates wtih a standard. It is up to the workshop participants to incorporate them into their grade level and class needs.
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Minnesota Academic Standards in Science Final (Spreadsheet)
2019 adopted version, effective September 27, 2021. Full implementation 2024/2025
https://education.mn.gov/MDE/dse/stds/sci/		MDC Exhibits
(geologic overview, fossils/fossil record, immigrants to the iron range, people of the iron range, Ojibwe and First Minnesotans, historic mining towns, geographic features of a historic open pit mine, & underground mining)		Field Trips
(mine life cycle, sourcing raw materials/processing, environmental measures, historic mining and current mining practices, geographic location of raw materials; brownfield redevelopment, site reclamation/restoration, historic/future processing plant operations, geologic time and earth processes, fossils and banded iron formations; implications of resources within expanding roads/cities; Laurentian Divide/watersheds; bedrock drill core and the benefits to research and future resources.)		Jim Miller
(purpose/intent of teaching/learning about minerals/resources in Minnesota; occurrences and geographic location, importance and value of those resources and why that matters to each person.) 		Pete Kero
(reclaiming, redevelopment, repurposing, historical mining turned recreational destination, community engagement)		Short Courses
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GradeStrand SubstrandStandardContent AreaBenchmark ***Cretaceous Systems
(geologic time, tectonic/earth processes, marine fauna/ocean coastline environment, sedimentary rocks)		History of the Iron Range
(geologic processes, sediment deposition, geographic location, resource/materials for our society, mining methods, reclamation, peoples involved historically and current)
Aggregate Resources
(geologic processes, sediment deposition, bedrock formation, materials needed for our society, geographic location of resources)		Mineral Histories
(rock and mineral identification, rock formation/deposition, earth processes)		A Tale of Two BIFs
(geologic time, banded iron formation/sediment deposition, rock/mineral characteristics, geographic location)		Immigrant Experience
(geographic location of resources, labor to make use of resources, people involved in the need for materials in society)		Mine Permitting 101
(environmental requirements for resources in MN: water, wetlands, and mine operations.)
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K2 Looking at data and empirical evidence to understand phenomena or solve problems2.1 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.  Physical Science0P.2.1.1.1 Sort objects in terms of natural/human-made, color, size, shape, and texture, then communicate the reasoning for the sorting system. (P: 4, CC: 2, CI: PS1)XXX
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12 Looking at data and empirical evidence to understand phenomena or solve problems2.2 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.Earth and Space Science1E.2.2.1.1 Use quantitative data to identify and describe patterns in the amount of time it takes for Earth processes to occur and determine whether they occur quickly or slowly. (P: 5, CC: 7, CI: ESS1) XXXXXXXX
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14 Communicating reasons, arguments and ideas to others4.2 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. Earth and Space Science1E.4.2.1.1 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* (P: 8, CC: 4, CI: ESS3)XXXXXX
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24 Communicating reasons, arguments and ideas to others4.2 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. Earth and Space Science2E.4.2.1.1 Obtain and use information from multiple sources to identify where water is found on Earth. (P: 8, CC: 1, CI: ESS2)XXXXXX
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24 Communicating reasons, arguments and ideas to others4.2 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.Physical Science2P.4.2.2.1 Obtain information and communicate how Minnesota American Indian Tribes and communities and other cultures apply knowledge of the natural world in determining which materials have the properties that are best suited for an intended purpose.* (P: 8, CC: 2, CI: PS1, ETS1)XXX?X
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41 Exploring phenomena or engineering problems1.1 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. Earth and Space Science4E.1.1.1.2 Ask questions about how water moves through the Earth system and identify the type of question. (P: 1, CC: 5, CI: ESS2)XXXXXXXX
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41 Exploring phenomena or engineering problems1.2 Planning and carrying out investigations1.2.1 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.Earth and Space Science4E.1.2.1.1 Make observations and measurements to provide evidence of the effects of weathering or the rate of erosion by the forces of water, ice, wind, or vegetation.* (P:  3, CC: 2, CI: ESS2)XXXXXX
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43 Developing possible explanations of phenomena or designing solutions to engineering problems3.2 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.Earth and Space Science4E.3.2.1.1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. (P: 6, CC: 1, CI: ESS1)XXXXXXXX
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44 Communicating reasons, arguments and ideas to others4.2 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.Earth and Space Science4E.4.2.2.1 Obtain and combine multiple sources of information about ways individual communities, including Minnesota American Indian Tribes and communities and other cultures, use evidence and scientific principles to make decisions about the uses of Earth’s resources.* (P: 8, CC: 4, CI: ESS3, ETS1)XXXXXXXXX
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51 Exploring phenomena or engineering problems1.2 Planning and carrying out investigations1.2.1 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.Physical Science5P.1.2.1.2 Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation. (P: 3, CC: 3, CI: PS1)XXXXXX
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61 Exploring phenomena or engineering problems1.1 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 6E.1.1.1.2 Ask questions to examine an interpretation about the relative ages of different rock layers within a sequence of several rock layers. (P: 1, CC: 1, CI: ESS1)XXXXXXXX
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62 Looking at data and empirical evidence to understand phenomena or solve problems2.1 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 Systems6E.2.1.1.2 Analyze and interpret data on the distribution of fossils, rocks, continental shapes, and seafloor structures to provide evidence of past plate motions. (P: 4, CC: 1, CI: ESS2)XXXXXX
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63 Developing possible explanations of phenomena or designing solutions to engineering problems3.1 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 6E.3.1.1.2 Develop a model, based on observational evidence, to describe the cycling and movement of Earth’s rock material and the energy that drives these processes. (P: 2, CC: 5, CI: ESS2)XXXXXXX
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63 Developing possible explanations of phenomena or designing solutions to engineering problems3.2 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 Universe6E.3.2.1.1 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. (P: 6, CC: 3, CI: ESS1)XXXXXX
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63 Developing possible explanations of phenomena or designing solutions to engineering problems3.2 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 and Human Activity6E.3.2.1.2 Construct a scientific explanation based on evidence for how the uneven distribution of Earth’s mineral, energy, or groundwater resources is the result of past geological processes. (P: 6, CC: 2, CI: ESS3)XXXXXXX
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63 Developing possible explanations of phenomena or designing solutions to engineering problems3.2 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 and Human Activity6E.3.2.1.3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* (P: 6, CC: 2, CI: ESS3, ETS1)XXXXXXX
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64 Communicating reasons, arguments and ideas to others4.1 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 Systems6E.4.1.1.1 Construct an argument, supported by evidence, for how geoscience processes have changed Earth’s surface at varying time and spatial scales. (P: 7, CC: 3, CI: ESS2)XXXXXXXXX
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72 Looking at data and empirical evidence to understand phenomena or solve problems2.1 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.  LS: Ecosystems: Interactions, Energy, and Dynamics 7L.2.1.1.1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.** (P: 4, CC: 2, CI: LS2)XX
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72 Looking at data and empirical evidence to understand phenomena or solve problems2.1 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.  LS: Biological Evolution: Unity and Diversity 7L.2.1.1.2 Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth. (P: 4, CC: 1, CI: LS4)XXX
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81 Exploring phenomena or engineering problems1.1 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 Interactions8P.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)XX
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83 Developing possible explanations of phenomena or designing solutions to engineering problems3.1 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 Interactions8P.3.1.1.1 Develop models to describe the atomic composition of simple molecules and crystals. (P: 2, CC: 3, CI: PS1)X
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9-12 Earth and Space Science1 Exploring phenomena or engineering problems1.2 Planning and carrying out investigations1.2.1 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 Systems9E.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)XXXXX
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9-12 Earth and Space Science2 Looking at data and empirical evidence to understand phenomena or solve problems2.1 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 Systems9E.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)XXXXX
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9-12 Earth and Space Science3 Developing possible explanations of phenomena or designing solutions to engineering problems3.1 Developing and using models3.1.1 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 Systems9E.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)XXX
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9-12 Earth and Space Science4 Communicating reasons, arguments and ideas to others4.1 Engaging in argument from evidence4.1.1 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 Universe9E.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)XXX
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9-12 Earth and Space Science4 Communicating reasons, arguments and ideas to others4.1 Engaging in argument from evidence4.1.1 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 Systems9E.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)XX
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9-12 Chemistry1 Exploring phenomena or engineering problems1.2 Planning and carrying out investigations1.2.1 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 Interactions9C.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)XX
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9-12 Chemistry2 Looking at data and empirical evidence to understand phenomena or solve problems2.1 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 Interactions9C.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)XXX
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9-12 Chemistry3 Developing possible explanations of phenomena or designing solutions to engineering problems3.2 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 Interactions9C.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)X?
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9-12 Chemistry4 Communicating reasons, arguments and ideas to others4.2 Obtaining, evaluating and communicating information4.2.2 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 Interactions9C.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)XXXXXXXX
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