Minnesota

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.

    • 5P.1.1.1.1 Ask investigatable questions and predict reasonable outcomes about the changes in energy, related to speed, that occur when objects interact.

      • Explore energy transformations: roller coaster ride (6-H.3)
      • Explore energy transformations: bike ride (6-H.4)

• 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.

    • 5P.1.2.1.2 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

      • Compare physical and chemical changes (5-D.1)
      • Identify reactants and products (5-D.2)

    • 5P.1.2.1.3 Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation.

      • Compare properties of objects (5-A.1)

    • 5L.1.2.1.4 Plan and conduct an investigation to obtain evidence that plants get the materials they need for growth chiefly from air and water.

      • Classify fruits and vegetables as plant parts (5-L.1)
      • Identify plant parts and their functions (5-L.2)

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.

    • 5P.2.1.1.1 Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents.

      • Heating, cooling, and changes of state (5-C.3)
      • Predict heat flow (5-C.4)
      • Predict temperature changes (5-C.5)

• 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.

    • 5P.2.2.1.1 Measure 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.

      • Understand conservation of matter using graphs (5-B.2)
      • Compare physical and chemical changes (5-D.1)

    • 5E.2.2.1.2 Use 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.

      • Shadows (5-W.1)
      • Earth’s rotation and orbit (5-W.2)
      • Day and night (5-W.)

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.

    • 5P.3.1.1.1 Develop and refine a model to describe that matter is made of particles too small to be seen.

      • Interpret ball-and-stick models (5-F.1)
      • Match chemical formulas to ball-and-stick models (5-F.2)
      • Complete chemical formulas for ball-and-stick models (5-F.3)
      • Classify elementary substances and compounds using models (5-F.8)
      • How does particle motion affect temperature? (6-J.1)
      • Particle motion and changes of state (6-J.2)
      • How does particle motion affect gas pressure? (6-J.3)
      • Identify how particle motion affects temperature and pressure (6-J.4)

    • 5P.3.1.1.2 Use 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.

      • How do plants make food? (5-L.3)
      • Identify the photosynthetic organism (5-L.7)
      • Identify roles in food chains (5-P.3)
      • How does matter move in food chains? (5-P.4)

    • 5L.3.1.1.3 Create an electronic visualization of the movement of matter among plants, animals, decomposers, and the environment.

      • Body systems: digestion (5-K.5)
      • Identify roles in food chains (5-P.3)
      • How does matter move in food chains? (5-P.4)
      • Interpret food webs I (5-P.5)
      • Interpret food webs II (5-P.6)

• 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.

    • 5P.3.2.1.1 Construct an explanation based on evidence relating the speed of an object to the energy of that object.

  • 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.

    • 5P.3.2.2.1 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

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.

    • 5E.4.1.1.1 Use evidence to support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth.

      • Brightness of the Sun and other stars (5-W.)

  • 4.1.2 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.

    • 5L.4.1.2.1 Evaluate the merit of a solution to a problem caused by changes in plant and animal populations as a result of environmental changes.

      • Science literacy: how can a community protect sea turtles? (5-Q.1)