What does a student learn in StateMinnesota,GradeGrade 9,SubjectScience?

Students practice turning observations or curiosities into clear, testable questions. In science, that means asking "what causes this?" In engineering, it means naming the actual problem that needs solving.

Students ask questions about what they observe, what experiments show, and what they read. Good questions push an idea further or challenge an explanation that doesn't quite hold up.

Students weigh the pros and cons of storing and sending information digitally. They look at why digital data is easy to copy and share, and why those same features create risks like deletion, theft, or privacy breaches.

Students plan and run investigations to answer a science question or test a solution to a real problem. That means deciding what to measure, how to keep the test fair, and what the results actually show.

Students design experiments, run them in a lab or outdoors, and record data to back up their conclusions. The investigation tests an idea they actually came up with.

Students wind wire into a coil, run current through it, and watch a compass needle swing, then reverse the process to see a moving magnet push current through a wire. The goal is to show that electricity and magnetism each create the other.

Students mix two materials at different temperatures, then measure how heat moves between them until both reach the same temperature. The investigation shows that in a sealed system, thermal energy always spreads out evenly.

Students practice turning observations and curiosities into clear, testable questions or solvable problems. It's the starting point for any science investigation or engineering challenge.

Students ask questions about what they observe, what experiments show, and what they read. Good science starts with noticing something interesting and asking why it works that way.

Students ask questions about what they observe, what experiments show, and what they read. Good science starts with noticing something interesting and wondering why it happens.

Students ask questions about how greenhouse gases trap heat, connecting the shape of gas molecules to why some absorb more energy than others. The focus covers both natural sources and human activity.

Students ask questions about how DNA and chromosomes pass trait instructions from parents to children, including what happens when part of a DNA sequence is altered or deleted.

Students plan and run investigations to test a question or solve a problem. They decide what to measure, how to collect the data, and how to keep the test fair.

Students plan and run experiments to test a question or solve a problem. That means choosing what to measure, deciding how to control variables, and collecting data they can actually use.

Students design their own experiments to test a question or idea, then collect and organize real data to back up their conclusions.

Students design their own experiments to test a question, then collect and organize data to back up their conclusions. This applies in class, in the lab, or out in the field.

Students design and run an experiment to compare materials, using data like melting points and boiling points to figure out how strongly the particles inside each substance hold together.

Students plan and run an experiment to show how the body (or a plant) automatically adjusts to stay stable, like tracking how heart rate climbs during exercise and then returns to normal.

Students design and run experiments to test how acidic or basic common solutions are, using pH scales and measurement tools. The focus is on understanding what pH numbers mean and how the chemistry of a molecule affects how strong an acid or base it is.

Students practice turning a curious observation into a focused question worth investigating, or spotting a real-world problem clearly enough to start solving it.

Students ask questions about what they observe, what experiments show, and what they read. Good science starts with noticing something and wondering why it works that way.

Students ask questions about how earthquake waves travel through Earth and slow down or speed up depending on what they pass through. That pattern in the wave data is what tells scientists Earth has layers inside.

Students plan and run their own experiments to answer a science question or test a possible solution to a problem. That means choosing what to measure, deciding how to set up the test, and collecting real data.

Students design their own experiments to test a question or idea, then collect and organize data that backs up their conclusion. This applies in class, in a lab, or outside in the field.

Students design and run experiments to see how water physically moves, freezes, and dissolves solid materials, then use that evidence to explain how the water cycle and rock cycle shape Earth's surface.

Students design and run an experiment testing how human activity changes soil, such as how farming or erosion affects water absorption or nutrient levels. The focus is on choosing variables, building a workable test, and recognizing what the data can and cannot show.

Students read charts, graphs, and tables to find patterns, spot outliers, and draw conclusions grounded in what the data actually shows rather than what they expected to find.

Students organize observations into charts or graphs to spot patterns and figure out what those patterns might mean, including how one variable could be affecting another.

Students use probability to predict how often a trait, like lactose intolerance or high-altitude adaptation, shows up across a population. They explain why some traits are common and others are rare based on the odds of inheriting them.

Students analyze population data to explain why a helpful inherited trait spreads over time. For example, they might graph how bacteria with antibiotic resistance grow to outnumber bacteria without it.

Students use math and calculations to make sense of science data, such as finding patterns in measurements or using formulas to test whether an explanation holds up.

Students use math to describe how physical things relate to each other, then check whether those equations actually match what happens in the real world. They also build or follow step-by-step procedures to explain natural events or solve design problems.

Students run a computer simulation to test how things like deforestation or stream restoration change the number and types of species an ecosystem can support. They use what the model shows to back up or revise their explanation.

Students run a computer simulation to show how carbon, water, or energy moves through an ecosystem. They use the results to back up a claim about what happens when that cycle gets disrupted.

Reading graphs, charts, and tables is part of this work. Students pull out patterns, spot what stands out, and use the numbers to explain why something happened or what it means.

Students organize observations into tables or graphs to spot patterns and figure out what those patterns might mean. That includes noticing when one thing changes as another does.

Students read tables and graphs showing how objects speed up or slow down, then use that data to show why heavier objects need more force to reach the same acceleration as lighter ones.

Students use math and data analysis to make sense of science problems. That means reading graphs, running calculations, and spotting patterns in numbers to figure out what the evidence actually shows.

Students use math to describe how physical things relate to each other, like how speed, time, and distance connect. Then they check whether the math actually matches what happens in the real world.

Students use math to show that when two objects collide, their combined momentum stays the same before and after impact, as long as no outside force acts on them.

Students use the formulas for gravity and electric force to calculate how strongly two objects pull or push on each other, then explain what those numbers mean in real terms.

Students build a computer model or simulation to track how energy moves between parts of a system. If they know how much energy changed in every other part, they can calculate the missing piece.

Reading a graph, table, or chart isn't just about finding numbers. Students pull out patterns, spot what stands out, and use that data to explain what happened or why.

Reading a table or graph to spot patterns, then explaining what those patterns suggest about how two things might be connected.

Students read air or water pollution data, spot patterns, and argue whether the problem is serious enough to need a fix. They back up that argument with concentration levels from real pollutants like lead, ozone, or nitrates.

Students use numbers, graphs, and calculations to make sense of science data. The math becomes a tool for explaining what they observe or predicting what might happen next.

Students use math equations to describe how physical things behave, then check whether those equations match what actually happens in the real world. They also write step-by-step rules, called algorithms, to explain or predict patterns in nature or in things people build.

Students build a computer simulation or model using real gas data to predict what happens when pressure, volume, temperature, or mass changes in a system like a balloon or tire.

Students use math to show that atoms are not created or destroyed in a chemical reaction. By comparing the mass of starting materials to the mass of the products, they confirm the numbers always balance.

Students build and use diagrams, simulations, or physical models to explain how something in nature works or to test a possible solution to a problem.

Students sketch or build a model to explain how something in nature works, then revise it as they learn more. The model becomes a thinking tool, not just a finished product.

Students build or draw a model of a living thing to show how its parts work together, from individual cells up to full organ systems, explaining how each level handles a job like moving nutrients, delivering water, or responding to signals from the brain.

Diagrams or models show how one cell copies itself over and over, then those copies develop into specialized cells like muscle or skin, building and repairing the body over time.

Students draw or label a diagram showing how a plant takes in sunlight, water, and carbon dioxide, then converts that energy into sugar the plant stores and uses for food.

Students use a diagram or model to show how cells break down food and release energy the body can use. The focus is on what goes into the process and what comes out, not the step-by-step chemistry.

Students take their evidence and build a written explanation for why something happens, or sketch out a plan to solve a real problem. The explanation has to hold up against what the data actually shows.

Students use scientific principles and real evidence to explain why something happens, then check their own explanations (and others') for gaps or weak reasoning.

Students explain, using evidence, how the order of chemical "letters" in DNA acts as instructions for building proteins, the molecules that run nearly every process in a living cell.

Students build a written explanation for why carbon bonds with other elements to form the large molecules found in living things, like proteins and fats, then revise that explanation when new evidence from models or simulations points a different direction.

Students build a written explanation for how carbon moves through living things, the air, water, and soil, then revise it when new evidence changes the picture. The focus is on how photosynthesis and respiration, including processes that happen without oxygen, keep carbon cycling at a global scale.

Students use data and examples to explain why certain traits help living things survive long enough to reproduce, and how those advantages build up over generations until a species looks or behaves differently than it once did.

Students use real data to explain how pressures like drought, temperature shifts, or competing species push certain traits to become more common in a population over generations.

Students build and use diagrams, physical replicas, or simulations to represent how something in the natural world works. The model helps them test ideas and explain what they can't observe directly.

Students build diagrams, sketches, or simulations to show how a system or event works, then update those models as their thinking changes. The model becomes a tool for explaining ideas and sharing them with others.

Students build a diagram or model showing how the sun fuses hydrogen into helium in its core, releases energy, and sends that energy to Earth as light and heat. The model connects fuel, products, and the path energy travels outward.

Students build or draw a model to explain how Earth's surface gets its shape. They connect slow, large-scale forces like volcanic activity and plate movement to the formation of mountains, ocean ridges, and valleys, and show how erosion and weathering wear those features down over time.

Students draw or map how uneven sunlight and Earth's spin create wind belts, ocean currents, and the regional climates that result. The focus is on how latitude, altitude, and land placement shape those patterns.

Students use a diagram or computer model to show how energy entering and leaving Earth drives climate change. The model connects causes like volcanic eruptions, ocean currents, or shifts in Earth's orbit to changes in temperature and weather patterns over time.

Students build written explanations for why something happens in nature, using evidence from data or observations. In engineering problems, they propose and refine a solution that meets specific criteria.

Students use scientific principles and real evidence to explain why something happens. They also look for weaknesses in their own explanations and in explanations made by others.

Students use data from starlight and galaxy movement to explain how the universe began with the Big Bang. The focus is on how stretched light waves show galaxies moving apart, how leftover radiation still fills the sky, and how the mix of elements in stars matches what the Big Bang would have produced.

Students use evidence from ancient rocks, meteorites, and crater patterns on other planets to build a scientific account of how Earth formed and what its earliest history looked like.

Students apply science concepts to design a solution to a real problem, then check whether it meets the requirements and limits set for the project.

Students look at a real solution meant to reduce pollution, land use, or other human damage to nature, then use data to judge whether it works or suggest how to make it better.

Students build or use diagrams, physical replicas, and simulations to represent how something in nature works or how an engineering solution might perform. The model stands in for the real thing so students can test ideas without needing the actual system in front of them.

Students build and update diagrams, drawings, or simulations to explain how something in nature works. As their understanding grows, they revise the model to match new evidence and use it to share ideas with others.

Students use the periodic table to predict how an element will behave, including whether it forms strong or weak bonds and how readily it reacts with other elements. The position of an element on the table reveals these patterns.

Students draw or diagram a chemical reaction to show why some reactions release heat and others absorb it. The model connects bond-breaking and bond-forming to the overall energy change, without calculating exact numbers.

Students draw or diagram what happens inside an atom's nucleus during fission, fusion, and radioactive decay, showing how the nucleus changes and why those reactions release far more energy than ordinary chemical reactions.

Students build a written explanation for something they observed or a solution to a real problem, then back it up with evidence from data or scientific ideas they already know.

Students back up their explanations of real-world events with scientific principles and actual evidence, then look for gaps or weak spots in those explanations, including ones written by someone else.

Students build a written explanation for why a chemical reaction turned out the way it did, then revise it using what they know about how atoms bond and where elements sit on the periodic table.

Students use data and collision theory to explain why reactions speed up or slow down when temperature, concentration, surface area, or stirring changes. The focus is on how often molecules collide and how much energy those collisions carry.

Students explain why some substances dissolve in water and others don't, and how mixing solutes like salt or antifreeze into a liquid changes its boiling point, freezing point, and other properties.

Students apply science knowledge to engineer a solution, then check that it meets the requirements and limits set for the problem.

Students look at real products like plastics or medicines and judge how well the molecular structure, especially its functional groups, explains why the product works the way it does.

Students build or use diagrams, physical models, or simulations to explain how something works or predict what will happen. The model stands in for a system too big, small, or complex to observe directly.

Students draw or build a model to show how something in nature works, then update it as they learn more. The model becomes a tool for thinking through questions and sharing ideas with others.

Students build or draw models to show that the energy we can see or measure in everyday objects comes from two sources: how fast the tiny particles inside are moving and how those particles are positioned relative to each other.

Students draw or diagram how two objects push or pull each other through electric or magnetic fields, then explain how that interaction changes the energy of each object. Real examples include motors, speakers, and wireless chargers.

Students build explanations for science phenomena using evidence from data and prior knowledge, or sketch out solutions to engineering problems that meet a specific goal.

Students apply science concepts to design a solution to a real problem, then check whether it meets the requirements and limits set at the start.

Students build a computer simulation to test how a safety device, like a helmet or airbag, reduces the force of a collision. They analyze how the design converts energy and how well it protects the object during impact.

Students weigh the pros and cons of a real-world energy solution, such as a solar panel or wind turbine, by comparing cost, safety, and environmental impact to decide how well it solves the problem.

Students back up a science claim with real data or observations, then explain why that evidence supports their reasoning rather than just stating an opinion.

Students build a scientific argument using evidence, then defend or revise it when new information surfaces. They also examine other people's arguments closely and explain where those arguments fall short.

Students look at real experimental results and decide whether light behaves more like a wave or a particle in a given situation. The same evidence can support both models, and students explain which one better fits what was observed.

Reading science sources critically and deciding what's worth keeping. Students pull out key evidence, spot weak claims, and share what they've learned in writing, discussion, or a diagram.

Students read multiple sources, weigh whether claims and evidence hold up, then share what they find using charts, writing, or other formats.

Students read scientific articles and judge whether the claims about how radiation affects living tissue are backed by solid evidence. The focus is on understanding why high-energy radiation, like X-rays, can damage cells while lower-energy radiation, like radio waves, cannot.

Students explain how real devices like cell phones, GPS, and solar cells use waves to send, receive, or store information and energy. They connect the physics of how waves behave to the technology people actually use.

Students read science texts, graphs, and data to pull out accurate information, then share what they found in writing or discussion using evidence to back up their thinking.

Students read multiple sources, weigh which claims hold up and which don't, then present findings in a format that fits the audience, whether a written report, a diagram, or a presentation.

Students explain how the tiny building blocks inside a material, and the forces pulling them together or pushing them apart, determine what that material can do. For example, why metals carry electricity and plastics don't.

Students read articles and websites about nuclear fission, then write questions that test whether the sources' claims and evidence actually hold up. The focus is on nuclear power, nuclear weapons, and medical or food uses of fission.

Students research how different cultures, including Minnesota's American Indian tribes, develop explanations for natural events and solve problems. Then students share what they learned with the class.

Students research how chemical processes like mining runoff or air pollution affect natural resources such as wild rice, clean water, and soil. They compare what scientists, Indigenous communities, and other groups say about those impacts and evaluate whose claims hold up.

Students pick a scientific claim and back it up with real data or observations. They explain why the evidence supports their conclusion, not just assert that it does.

Students build a scientific argument using evidence, then defend or update it when new information appears. They also read other scientists' arguments and point out where the reasoning falls short.

Students look at real examples, like herds or migrations, and build an argument for why animals living or moving in groups survive and reproduce better than animals acting alone.

Students pick a claim about why traits vary across generations, then back it up with data showing how shuffled genes, copying errors, or environmental damage to DNA can all produce new inherited differences.

Students look at real data to figure out why habitat loss, drought, flooding, or overfishing cause some species to thrive, some to change over generations, and others to disappear.

Students read scientific texts, evaluate sources for accuracy, and share what they find through writing, diagrams, or discussion. The goal is to turn raw information into a clear explanation others can follow.

Reading science isn't just finding facts. Students read across multiple sources, judge whether claims hold up, and present what they find using charts, writing, or other formats that fit the evidence.

Students explain why scientists are confident that life on Earth shares common ancestors, pointing to evidence from DNA similarities, fossils, and body structures across species.

Students research how different cultures, including Minnesota American Indian tribes, explain natural events and solve problems, then share what they find with others.

Students research how different cultures, including Minnesota American Indian tribes, have developed practical solutions to protect local plants, animals, and ecosystems. They share what they find with others.

Students identify a question worth investigating or a problem worth solving about Earth's systems, then narrow it down to something testable or actionable.

Students ask questions about what they observe, what experiments show, and what they read. The questions drive their investigation forward, not just check that they followed along.

Students ask questions about how earthquake waves move through Earth to figure out what layers exist deep underground, where no one can dig or see directly.

Students design and run their own experiments to answer questions about Earth's systems, like how weather patterns shift or how rock layers form. They collect real data, then use it to explain what they found.

Students design their own experiments to test a question, then collect and organize data to back up their answer. This applies in a classroom, a lab, or outdoors.

Students plan and run experiments to see how water behaves and what it does to rocks, soil, and land over time.

Students read charts, graphs, and measurements to find patterns in Earth's systems, like how temperature, pressure, or water movement change over time. The focus is on drawing conclusions from real data, not memorizing facts.

Students look at measurements and observations from Earth science investigations, organize them into charts or graphs, and figure out what patterns those visuals reveal. Then students explain what a pattern might mean and whether one variable could be affecting another.

Students look at real Earth data (like temperature records or ice coverage) and explain how one change, such as melting ice, can set off a chain reaction that alters other parts of the planet's climate, ocean, or land.

Students use math and data to analyze how Earth's systems work, things like tracking temperature changes, calculating erosion rates, or graphing how energy moves through the atmosphere.

Students use math equations to describe how physical things in the real world relate to each other, then check whether those equations actually match what they observe. They also write step-by-step procedures to model how natural systems work.

Students build a computer model that tracks how carbon moves between the atmosphere, oceans, soil, and living things. The model is grounded in real data and chemistry, not guesswork.

Students build and use diagrams or physical models to represent how parts of Earth's systems interact, such as how the water cycle connects the ocean, atmosphere, and land.

Students build diagrams or sketches to explain how something in Earth science works, then revise those models as their thinking changes. The goal is to turn an idea into something they can share and test.

Students build or interpret a model showing how slow processes deep inside Earth and faster ones at the surface, like eruptions or erosion, work at different speeds and scales to shape continents and the ocean floor.

Students build a diagram or simulation showing how the sun heats Earth unevenly and how Earth's spin sets air and ocean currents in motion. Those currents explain why some regions are rainy and warm while others stay dry and cold.

A model (a chart, diagram, or simulation) shows how changes in energy entering or leaving Earth drive shifts in long-term climate patterns. Students use that model to explain why more or less energy in the system produces lasting changes in temperature and weather.

Students look at data about Earth's systems and defend a claim with evidence. They practice explaining why their reasoning holds up, not just stating what they think.

Students build a scientific argument using evidence, then defend or revise it when new information shows up. They also size up other students' arguments and push back with their own counter-evidence.

Students look at real evidence (seismic waves, heat measurements, rock samples) and decide whether it supports the idea that Earth has distinct interior layers and that heat-driven movement inside the planet keeps material cycling over time.

Students read scientific sources, compare what different researchers found, and explain how the evidence supports or challenges an idea about Earth's systems.

Students read articles, data, and other sources to figure out whether scientific claims hold up, then present their findings clearly, whether in writing, a diagram, or another format.

Students compare sources to figure out how things like farming, construction, or urban growth affect the underground water supply in a specific area.

Students look at charts, graphs, or measurements to find patterns and figure out what the data actually means for the problem they're investigating.

Reading a graph or data table, students look for patterns and ask what those patterns might mean. The goal is to spot a possible connection between two things, like temperature and reaction speed.

Students use real Earth data to show how one change on the planet's surface sets off a chain reaction across other systems, like how melting ice leads to more warming, which melts more ice.

Students look at real temperature, precipitation, and sea-level data alongside climate model results to predict how climate change will affect natural systems and things people built, like water supplies and drainage infrastructure.

Students use numbers, measurements, and calculations to make sense of science data. Instead of just describing what they observe, they back up their reasoning with math.

Students use math to describe real-world science, writing equations that represent things like speed, force, or temperature. Then they check whether those equations actually match what happens in the real world.

Students use Kepler's laws and Newton's law of gravity to calculate and predict how planets, moons, and satellites move through their orbits. The same math that describes Earth's path around the sun also explains how a GPS satellite stays in orbit.

Students build a computer model that tracks carbon as it moves through the ocean, air, soil, rocks, and living things. The model uses real data and chemistry to show how carbon is conserved as it cycles through each part of Earth.

Students build a mathematical model, like a formula or flowchart, that shows how parts of an Earth system interact and how human activity changes those interactions. A local water runoff calculation is one example.

Students back up a scientific claim with data and explain why the evidence supports their conclusion, not just what they observed.

Students build a scientific argument using evidence, then defend or revise it when new information appears. They also pick apart other students' reasoning and explain where it falls short.

Students look at rock-age data from ocean floors and continents to judge how well that evidence supports the idea that Earth's crust moves in large plates. They practice spotting where the evidence is strong and where it has gaps.

Students examine evidence for why Earth has distinct interior layers and why heat moving through the mantle pushes tectonic plates. They evaluate whether the reasoning actually supports the model, not just whether the conclusion sounds right.

Students compare real proposals for mining, farming, or energy production and decide which option delivers the most benefit for the least cost and environmental harm.

Students read and compare scientific texts, data, and media to evaluate whether sources are credible and evidence supports the claims being made. Then they communicate what they find clearly and accurately.

Reading science articles, data, and research isn't enough. Students also judge whether the evidence actually supports the claim, then present what they find in writing, diagrams, or discussion.

Students read graphs, diagrams, and written reports to figure out what affects the underground water supply in a region. They compare sources and weigh how human activity, like farming or paving over wetlands, changes how water moves through the ground.

Students use local and Indigenous knowledge, including observations from Minnesota Ojibwe communities, to explain how a changing climate affects water, land, or living things in their region.

Students design and run their own investigations to answer science questions, choosing what to measure, how to collect data, and what the results actually mean.

Students design and run their own science investigations, indoors or outside, to test a question they came up with. Then they collect and organize data to back up any claims they make about what they observed.

Students plan and run tests on real soil samples to see how farming, construction, or pollution changes soil over time. The goal is to understand what humans do to this resource and what that means for the land.

Students read charts, maps, and measurements to find patterns in Earth science data, then explain what those patterns mean.

Students look at data from Earth science investigations and spot patterns, like how temperature changes relate to energy use. They explain what those patterns mean and what might be causing them.

Students study real climate data and computer models to predict how fast temperatures, sea levels, or weather patterns are changing, then explain what those changes mean for cities, coastlines, and ecosystems.

Students use math and data to analyze how human activity affects Earth's systems, such as reading charts on pollution levels or calculating the impact of land use changes.

Students use math to describe how physical things in the real world relate to each other, then check whether those equations actually match what they observe. They also write step-by-step instructions a computer could follow to model a natural process or a human-made system.

Students build or use a step-by-step model to show how parts of Earth's environment connect, then trace what happens to those connections when human activity changes one piece of the system.

Students look at a real environmental problem and build an explanation for why it's happening, then sketch out a solution. The work connects scientific evidence to a practical fix.

Students apply science concepts to design a solution to a real problem, then test and adjust it until it meets specific requirements like cost, size, or safety.

Students look at a real technology (a flood barrier, a water filter, a wind farm) and decide whether it actually reduces harm to a natural system. They back up their judgment with data, then suggest concrete improvements if the solution falls short.

Students look at real data about an Earth science topic and argue for a conclusion, backing it up with specific evidence rather than opinion.

Students build a scientific argument using evidence, then defend or revise it when new information shows up. They also examine other people's arguments and push back with their own evidence when they disagree.

Students look at real proposals for mining or energy production and weigh what each option costs against what it delivers. They pick the stronger solution and explain why the numbers and trade-offs support that choice.

Students read scientific sources, weigh what the evidence actually says, and explain their conclusions clearly to others. The focus is on finding reliable information and sharing it in a way that holds up to scrutiny.

Students compare how different cultures, including Minnesota American Indian tribes, explain natural events and solve problems. They research these methods and share what they find.

Students use real local examples, including knowledge from Minnesota tribal communities, to explain how a warming climate changes one part of Earth's system, such as glaciers shrinking, habitats shifting, or rivers flooding more often.

Students read graphs, charts, and measurements from Earth science investigations to spot patterns and figure out what the data actually means.

Students look at measurements and observations from Earth science investigations, then spot patterns to figure out how one variable might affect another.

Stars fuse lighter elements into heavier ones as they age, and students analyze real stellar data to explain how that process accounts for most of the elements found across the universe.

Students use math to model how objects in space move and interact, such as calculating orbital periods or gravitational pull between planets.

Math and formulas show up constantly in science. Students use equations to describe real-world relationships, like how distance, speed, and time connect, then check whether the math actually matches what happens in nature.

Students use math and simulations to predict where orbiting objects, like planets, moons, and satellites, will be at a given moment. The math comes from real physics, not guesswork.

Students build or interpret diagrams and physical models to explain how objects and systems in space work. The model is the tool; understanding the science behind it is the goal.

Students build and refine diagrams or physical models to explain how something in space works, then use those models to form questions, make predictions, and share their thinking with others.

Students build a model showing how the Sun produces energy deep in its core, where hydrogen atoms fuse together and release energy that travels to Earth as light and heat. The model uses real evidence to trace that journey from core to classroom.

Students build explanations for what they observe in space and on Earth, then design solutions to problems those observations raise. The focus is on using evidence to support a claim, not just describing what happened.

Students use real evidence, from their own research or someone else's, to explain why something happens in Earth and space science. They also look for gaps or mistakes in scientific explanations, including their own.

Students use starlight data and galaxy movement to build a written explanation of how the universe began. The evidence they cite, including how light stretches as galaxies move away, points to a single explosive origin roughly 14 billion years ago.

Students use clues from ancient rocks, meteorites, and the surfaces of other planets to piece together how Earth formed and what its earliest history looked like.

Students look at data about Earth, space, or natural events and make a case for what the evidence shows. They back up their claim with facts, not just opinion.

Students build a scientific explanation, then defend or revise it when new evidence shows up. They also pick apart other people's arguments and push back with evidence of their own.

Students look at rock ages, seafloor patterns, and how continents fit together to judge whether the evidence supports plate tectonics. The goal is to explain why rocks in different places formed at different times.

Students ask questions about why traits like eye color or height are passed from parents to offspring, then frame those questions as problems worth investigating.

Students ask questions about what they observe in a lab or experiment, what a model shows, and what they read. Curiosity is the starting point for science.

Students ask questions about how DNA and chromosomes carry the instructions that pass traits from parents to children, then use those questions to figure out what they still need to understand.

Students study charts and numbers from genetics experiments to spot patterns in how traits pass from parents to offspring. They draw conclusions from what the data actually shows, not from guesses.

Reading a table or graph of inherited traits, students look for patterns in the data and figure out what those patterns suggest about how traits pass from parents to offspring.

Students use probability to predict how traits like eye color or blood type are likely to show up across a group of people. They calculate which combinations of genes are possible and how often each might appear.

Students look at data about inherited traits and use it to defend a claim about why offspring resemble their parents in some ways but not others.

Students build a scientific argument to explain a heredity concept, then defend or update it when new evidence appears. They also pick apart other students' reasoning and explain where it holds up or falls short.

Students build a scientific argument explaining why offspring don't look identical to their parents. They use evidence to show that gene shuffling during cell division, copying errors in DNA, or environmental damage can all produce heritable variation.

Students plan and run their own experiments to answer science questions, deciding what to test, how to measure it, and what the results mean.

Students design their own experiments to test a question, then collect and organize data to back up their answer. This happens in class, in a lab, or out in the field.

Students design and run an experiment to show how the body keeps itself stable, like how sweating cools you down or how blood sugar stays in a normal range after a meal.

Students build or use diagrams and physical models to explain how living things are structured and how their parts work together. The model stands in for the real biology so patterns and processes are easier to see.

Students sketch or diagram how a biological system works, then revise that drawing as they learn more. The model helps them explain their thinking and share it with others.

Students draw or label a diagram showing how cells group into tissues, tissues into organs, and organs into body systems, then explain what job each level does in a living thing.

Students draw or interpret a model showing how one cell divides and then specializes into different cell types, explaining how that process builds and repairs a complex body.

Students draw or label a diagram showing how a plant absorbs sunlight and converts it into sugar stored in its cells.

Students trace how cells break down food molecules and rearrange them into new compounds, releasing energy the body can use. A diagram or model shows each step of that chemical process.

Students build written explanations for how living things work at the cellular level, then propose solutions to related biological problems. The focus is on backing claims with evidence rather than just describing what happens.

Students use scientific principles and real evidence to explain why something happens in nature, then check their own explanations (and other people's) for weak spots or gaps in reasoning.

Students explain how the order of chemical "letters" in a strand of DNA acts as a set of instructions that builds specific proteins. Those proteins then run nearly every process that keeps a living thing alive.

Students build a written explanation, using evidence, for why carbon bonds with other elements to form the molecules living things are made of. They revise that explanation as they find better evidence.

Students build a written explanation, using data and readings, for how plants and animals move carbon through air, water, soil, and living things. They revise that explanation as new evidence comes in.