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.
3P.126.96.36.199 Ask questions based on observations about why objects in darkness can be seen only when illuminated.
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.
3P.188.8.131.52 Plan and conduct a controlled investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
3L.184.108.40.206 Plan and conduct an investigation to determine how amounts of sunlight and water impact the growth of a plant.
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.
3E.220.127.116.11 Organize and electronically present collected data to identify and describe patterns in the amount of daylight in the different times of the year.
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.
3P.18.104.22.168 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
3L.22.214.171.124 Develop multiple models to describe how organisms have unique and diverse life cycles but all have birth, growth, reproduction, and death in common.
3.2 Constructing explanations and designing solutions
3.2.2 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.
3L.126.96.36.199 Construct an explanation using evidence from various sources for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
4 Communicating reasons, arguments and ideas to others
4.1 Engaging in Arguing 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.
3L.188.8.131.52 Construct an argument about strategies animals use to survive.
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.
3L.184.108.40.206 Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
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.
3E.220.127.116.11 Gather information and communicate how Minnesota American Indian Tribes and communities and other cultures use patterns in stars to make predictions and plans.