Reading: Introduction to Minnesota Academic Standards in Science

Science Standards Background

The proposed science standards are the 2019 Minnesota Academic Standards in Science. They are in the rulemaking process during 2019-20 school year and probably during fall 2020. They are proposed to be fully implemented in the 2023-24 school year. They are replacing the 2009 science standards.

Historical Context

The 2019 Minnesota K-12 Academic Standards in Science (Standards) set the expectations for achievement in science for grades K-12 students in Minnesota. The Standards are grounded in the belief that all students can and should be scientifically literate. Scientific literacy enables people to use scientific principles and processes to make personal decisions and to participate in discussions of scientific issues that affect society (NRC, 1996). Graduates should be prepared for career and college opportunities.

The Standards describe a connected body of science and engineering knowledge acquired through active participation in science experiences. These experiences include hands-on laboratory activities rooted in science and engineering practices.

Foundational documents for the Science Standards

The 2019 Science Standards are based on current science education research found in A Framework for K-12 Science Education (Framework) (NRC, 2012), which emphasize the inclusion within science standards, curriculum, and instruction of three dimensions: Scientific and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework is available as a free download at www.nap.edu.

Organization

A benchmark is a “specific knowledge or skill that a student must master to complete part of an academic standard by the end of the grade level or grand band.” (MN Statute 120B.018) The benchmarks are placed at the grade level where mastery is expected with the recognition that a progression of learning experiences in earlier grades builds the foundation for mastery later on.

Each benchmark statement incorporate aspects of the three dimensions of the Framework. The benchmarks indicate how students could demonstrate mastery of the knowledge and skills underlying that benchmark. It is intended that the specific combination of Practices, Crosscutting Concepts and Core Ideas indicated in the benchmark should NOT dictate instruction. Instruction will normally include a mixture of several practices and crosscutting concepts. For example, even though a grade or grade band may have one benchmark associated with the practice of asking questions, instruction should include the skill of asking questions at various points in most instructional units. It is recommended that multiple related benchmarks be bundled together in a unit of curriculum and instruction.

Most benchmarks include statements of emphasis and examples which are displayed in italics. These statements help clarify the benchmark and may suggest learning activities or instructional topics. They are NOT intended to be directives for curriculum and assessment, nor a comprehensive fulfillment of the benchmark.

How to read the standards and benchmarks

Each benchmark has a 5 digit code. Strands, substrands and standards use relevant portions of that code. In the example below, for benchmark 5L.1.2.1.3

The benchmark statement is in plain text.

* indicates an engineering related benchmark or standard

** indicates a computer science related benchmark

The benchmark is followed by a reference to the corresponding ideas in the Framework: P = Practice, CC = Crosscutting Concept, CI = Core Idea. Refer to the list of the dimensions on page 1-2

In the example (P: 3, CC: 5, CI: LS1):

Emphasis statements and examples are written in italics.

References

For further information and related documents refer to the Minnesota Department of Education Science Page: https://education.mn.gov/MDE/dse/stds/sci/

National Research Council (2012). A Framework for K-12 Science Education Standards: Practices, Crosscutting Concepts, and Core Ideas. Washington D.C. National Academies Press.