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.

    • 9L.1.1.1.1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

      • Structure and function: nucleic acids (B-C.4)
      • Introduction to the genetic code (B-I.1)

• 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.

    • 9L.1.2.1.1 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

      • Homeostasis and feedback loops (B-F.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.

    • 9L.2.1.1.1 Apply concepts of probability to explain and predict the variation and distribution of expressed traits in a population.

      • Genetics vocabulary: genotype and phenotype (B-L.1)
      • Genetics vocabulary: dominant and recessive (B-L.2)
      • Punnett squares: Mendelian inheritance (B-L.3)
      • Punnett squares: incomplete dominance and codominance (B-L.4)
      • Punnett squares: multiple alleles (B-L.5)

    • 9L.2.1.1.2 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

      • Construct explanations of natural selection (B-M.3)

• 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.

    • 9L.2.2.1.1 Use a computational model to support or revise an evidence-based explanation for factors that have ecological and economic impacts on different sized ecosystems, including factors caused by the practices of various human groups.

      • Patterns of population growth (B-O.4)
      • Kelp forests: factors affecting biodiversity (B-P.1)

    • 9L.2.2.1.2 Use a computational model to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

      • Interpret a Serengeti food web (B-O.1)
      • Interpret an Antarctic food web (B-O.2)

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.

    • 9L.3.1.1.1 Develop and use a model to illustrate the levels of organization of interacting systems and how that translates into specific functions in multicellular organisms.

      • Organization in the human body: the heart and the circulatory system (B-F.1)

    • 9L.3.1.1.2 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

      • Introduction to cell division (B-H.1)
      • The cell cycle (B-H.2)
      • Describe phases of mitosis and the cell cycle (B-H.3)
      • Identify phases of mitosis and the cell cycle in plant cells (B-H.4)

    • 9L.3.1.1.3 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

      • The chemistry of photosynthesis (B-G.1)

    • 9L.3.1.1.4 Use a model to illustrate that cellular respiration is a chemical process in which energy from food is used to create new compounds.

      • The chemistry of cellular respiration (B-G.2)

• 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.

    • 9L.3.2.1.1 Construct an explanation based on evidence for how the structure of DNA determines the structure of the proteins that carry out the essential functions of life.

      • Introduction to the genetic code (B-I.1)
      • Read a codon wheel (B-J.1)
      • Read a codon table (B-J.2)
      • Use a codon wheel to transcribe and translate DNA sequences (B-J.3)
      • Use a codon table to transcribe and translate DNA sequences (B-J.4)

    • 9L.3.2.1.2 Construct and revise an explanation based on evidence for how various elements combine with carbon to form molecules that form the basis for life on Earth.

      • Structure and function: carbohydrates (B-C.1)
      • Structure and function: lipids (B-C.2)
      • Structure and function: proteins (B-C.3)
      • Structure and function: nucleic acids (B-C.4)
      • Compare the structures and functions of biomolecules (B-C.6)

    • 9L.3.2.1.3 Construct and revise an explanation based on evidence about the role of photosynthesis and cellular respiration (including anaerobic processes) in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

      • The carbon cycle: biosphere processes and interactions (B-O.3)

    • 9L.3.2.1.4 Construct an explanation based on evidence that the process of evolution primarily results from four factors: reproduction within a species, heritable genetic variation of individuals in that species, competition for limited resources, and increased survival and reproduction of the individuals best suited for the environment.

    • 9L.3.2.1.5 Construct an explanation based on evidence for how natural selection leads to the adaptation of populations.

      • Construct explanations of natural selection (B-M.3)

4 Communicating reasons, arguments and ideas to others

• 4.1 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.

    • 9L.4.1.1.1 Evaluate evidence for the role of group behavior on an individual's and species' chances to survive and reproduce.

      • How can group behavior affect survival? Identify evidence to support a claim (B-O.5)

    • 9L.4.1.1.2 Make and defend a claim based on evidence that heritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

      • Sexual reproduction and genetic variation: part I (B-K.1)
      • Sexual reproduction and genetic variation: part II (B-K.)

    • 9L.4.1.1.3 Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

• 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.

    • 9L.4.2.1.1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

      • Evaluate fossil evidence of evolution (B-M.1)
      • Evaluate anatomical and molecular evidence of evolution (B-M.2)

  • 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.

    • 9L.4.2.2.1 Obtain and communicate information about how Minnesota American Indian Tribes and communities and other cultures construct solutions to mitigate threats to biodiversity.