Gizmos for Minnesota - Science: 9-12 Earth and Space Science (Academic Standards adopted 2019)

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.

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.

1.1.1.1: : ESS: Earth’s Systems

9E.1.1.1.1: : Ask questions to clarify how seismic energy traveling through Earth’s interior can provide evidence for Earth’s internal structure.

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.

1.2.1.1: : ESS: Earth’s Systems

9E.1.2.1.1: : Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

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.

2.1.1.1: : ESS: Earth’s Place in the Universe

9E.2.1.1.1: : Analyze data to make a valid scientific claim about the way stars, over their life cycle, produce elements.

2.1.1.2: : ESS: Earth’s Systems

9E.2.1.1.2: : Analyze geoscience data to make a claim that one change to the Earth’s surface can create feedbacks that cause changes to other Earth systems.

2.1.1.3: : ESS: Earth and Human Activity

9E.2.1.1.3: : Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth’s systems and human infrastructure.

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.

2.2.1.1: : ESS: Earth’s Place in the Universe

9E.2.2.1.1: : Use mathematical and computational representations to predict the motion of natural and humanmade objects that are in orbit in the solar system.

2.2.1.2: : ESS: Earth’s Systems

9E.2.2.1.2: : Develop a computational model, based on observational data, experimental evidence, and chemical theory, to describe the cycling of carbon among Earth’s systems.

2.2.1.3: : ESS: Earth and Human Activity

9E.2.2.1.3: : Develop or use an algorithmic representation, based on investigations of causes and effects in complex Earth systems, to illustrate the relationships within some part of the Earth system and how human activity might affect those relationships.

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.

3.1.1.1: : ESS: Earth’s Place in the Universe

9E.3.1.1.1: : Develop and use a model based on evidence to illustrate the life span of the Sun and the role of nuclear fusion in the Sun’s core to release energy that eventually reaches Earth in the form of radiation.

3.1.1.2: : ESS: Earth’s Systems

9E.3.1.1.2: : Develop and use a model based on evidence to explain how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean floor features.

9E.3.1.1.3: : Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

9E.3.1.1.4: : Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

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.

3.2.1.1: : ESS: Earth’s Place in the Universe

9E.3.2.1.1: : Construct an explanation that links astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe to the Big Bang.

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.

3.2.2.1: : ESS: Earth and Human Activity

9E.3.2.2.1: : Evaluate or refine a technological solution to reduce the human impacts on a natural system and base the evaluations or refinements on evidence and analysis of pertinent data.

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.

4.1.1.2: : ESS: Earth’s Systems

9E.4.1.1.2: : Evaluate the evidence and reasoning for the explanatory model that Earth’s interior is layered and that thermal convection drives the cycling of matter.

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.

4.2.1.1: : ESS: Earth’s Systems

9E.4.2.1.1: : Compare, integrate and evaluate sources of information in order to determine how specific factors, including human activity, impact the groundwater system of a region.

Correlation last revised: 3/21/2023

Minnesota - Science: 9-12 Earth and Space Science

Academic Standards | Adopted: 2019

1: : Exploring phenomena or engineering problems

2: : Looking at data and empirical evidence to understand phenomena or solve problems

3: : Developing possible explanations of phenomena or designing solutions to engineering problems

4: : Communicating reasons, arguments and ideas to others