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PELocal Unit NamePE TextGradeStandardMosa Mack Science UnitSuggested Unit
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4P.1.1.1.1Physical ScienceAsk questions to determine cause and effect relationships of electric and magnetic interactions between two objects not in contact with each other. (P: 1, CC: 2, CI: PS2)41.1.1 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.Contact vs. Noncontact Forces (In Development)Electricity & Magnetism
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4E.1.1.1.2Physical ScienceAsk questions about how water moves through the Earth system and identify the type of question. (P: 1, CC: 5, CI: ESS2)41.1.1 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. Water Cycle
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4P.1.1.2.1Earth and Space ScienceDefine a simple design problem that can be solved by applying scientific ideas about magnets.* (P: 1, CC: 2, CI: PS2, ETS2)41.1.2 Students will be able to ask questions about a problem to be solved so they can define constraints and specifications for possible solutions.*Contact vs. Noncontact Forces (In Development) Electricity and Magnetism
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4E.1.2.1.1Physical ScienceMake 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)41.2.1 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's Processes and Mapping
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4E.1.2.1.2Earth and Space SciencePlan and carry out fair tests in which variables are controlled and failure points are considered to improve a model or prototype to prevent erosion.* (P: 3, CC: 2, CI: ESS2, ETS1, ETS2)41.2.1 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.
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4E.2.2.1.1Earth and Space ScienceInterpret charts, maps and/or graphs of the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.** (P: 5, CC: 4, CI: ESS2)42.2.1 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's Spheres
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4E.3.1.1.1Earth and Space ScienceDevelop a model based in part on student observations or data to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact. (P: 2, CC: 4, CI: ESS2)43.1.1 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.
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4E.3.2.1 1Earth and Space ScienceIdentify 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)43.2.1 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's Processes and Mapping
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4E.3.2.2.1Earth and Space ScienceGenerate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* (P: 6, CC: 2, CI: ESS3, ETS1)43.2.2 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.*
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4L.4.1.1.1Earth and Space ScienceConstruct or support an argument that traits can be influenced by different environments. (P: 7, CC: 2, CI: LS3)44.1.1 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.Plant & Animal Structures
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4E.4.2.1.1Life ScienceRead and comprehend grade appropriate complex texts and/or other reliable media to describe that energy and fuels are derived from natural resources and their uses affect the environment. (P: 8, CC: 2, CI: ESS3, ETS2)44.2.1 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.Natural Resources
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4L.4.2.1.2Earth and Space ScienceObtain information from various media sources to determine that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.** (P: 8, CC: 1, CI: LS3)44.2.1 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.Plant & Animal Structures
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4E.4.2.2.1Life ScienceObtain 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)44.2.2 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.Natural Resources
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5P.1.1.1.1Earth and Space ScienceAsk investigatable questions and predict reasonable outcomes about the changes in energy, related to speed, that occur when objects interact. (P: 1, CC: 5, CI: PS3)51.1.1 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.Energy Transfer
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5P.1.2.1.1Physical ScienceConduct an investigation to determine whether the mixing of two or more substances results in new substances. (P: 3, CC: 2, CI: PS1)51.2.1 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.Matter and Its Interactions
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5P.1.2.1.2Physical ScienceEvaluate appropriate methods and tools to identify materials based on their properties prior to investigation. (P: 3, CC: 3, CI: PS1)51.2.1 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.
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5L.1.2.1.3Physical SciencePlan and conduct an investigation to obtain evidence that plants get the materials they need for growth chiefly from air and water. (P: 3, CC: 5, CI: LS1)51.2.1 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.Food Webs
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5P.2.1.1.1Life ScienceAnalyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents. (P: 4, CC: 5, CI: PS3)52.1.1 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.Energy Transfer
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5P.2.2.1.1Physical ScienceMeasure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. (P: 5, CC: 3, CI: PS1)52.2.1 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.Matter and Its Interactions
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5E.2.2.1.2Physical ScienceUse data to describe patterns in the daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.** (P: 5, CC: 1, CI: ESS1)52.2.1 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's Place in the Universe
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5P.3.1.1 1Earth and Space ScienceDevelop and refine a model to describe that matter is made of particles too small to be seen. (P: 2, CC: 3, CI: PS1)53.1.1 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.Matter and Its Interactions
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5P.3.1.1.2Physical ScienceUse models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the Sun. (P: 2, CC: 5, CI: PS3)53.1.1 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.Food Webs
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5L.3.1.1.3Physical ScienceCreate an electronic visualization of the movement of matter among plants, animals, decomposers, and the environment.** (P: 2, CC: 4, CI: LS2)53.1.1 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.
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5P.3.2.1.1Life ScienceConstruct an explanation based on evidence relating the speed of an object to the energy of that object. (P: 6, CC: 5, CI: PS3)53.2.1 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.Energy Transfer
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5P.3.2.2 1Physical ScienceApply scientific ideas to design, test, and refine a device that converts energy from one form to another.* (P: 6, CC: 5, CI: PS3, ETS1, ETS2)53.2.2 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.*
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5E.4.1.1.1Physical ScienceUse evidence to support an argument that the apparent brightness of the Sun and stars is due to their relative distances from Earth. (P: 7, CC: 3, CI: ESS1)54.1.1 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.Earth's Place in the Universe
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5L.4.1.2.1Earth and Space ScienceEvaluate the merit of a solution to a problem caused by changes in plant and animal populations as a result of environmental changes.* (P: 7, CC: 4, CI: LS4, ETS1)54.1.2 Students will be able to argue from evidence to justify the best solution to a problem or to compare and evaluate competing designs, ideas, or methods.*Food Webs
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