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.
7L.126.96.36.199 Ask questions about the processes and outcomes of various methods of communication between cells of multicellular organisms.
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.
7L.188.8.131.52 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
7L.184.108.40.206 Analyze visual data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
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.
7L.220.127.116.11 Use an algorithm to explain how natural selection may lead to increases and decreases of specific traits in populations.
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.
7L.18.104.22.168 Develop and use a model to describe the function of a cell as a whole and describe the way cell parts contribute to the cell's function.
7L.22.214.171.124 Develop and use a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
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.
7L.126.96.36.199 Construct an explanation based on evidence for how environmental and genetic factors influence the growth of organisms and/or populations.
7L.188.8.131.52 Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
7L.184.108.40.206 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment.
4 Communicating reasons, arguments and ideas to others
4.1 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.
7L.220.127.116.11 Support or refute an explanation by arguing from evidence for how the body is a system of interacting subsystems composed of groups of cells.
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.
7L.18.104.22.168 Gather multiple sources of information and communicate how Minnesota American Indian Tribes and communities and other cultures use knowledge to predict or interpret patterns of interactions among organisms across multiple ecosystems.