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Amphibians
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 3 | Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. | 3.1.3.2.1 |
| 3 | Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. | 3.4.1.1.2 |
| 5 | Compare the impact of individual decisions on natural systems. | 5.3.4.1.3 |
| 5 | Give examples of beneficial and harmful human interaction with natural systems. | 5.4.4.1.1 |
| 7 | Describe ways that human activities can change the populations and communities in an ecosystem. | 7.4.4.1.2 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 3 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | 3.6.8.8 |
| 4 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. | 4.6.8.8 |
| 5 | Recall relevant information from experiences orgather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. | 5.6.8.8 |
| 3 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. | 3.8.1.1 |
| 4 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. | 4.8.1.1 |
| 5 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. | 5.8.1.1 |
| 3 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. | 3.8.6.6 |
| 4 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. | 4.8.6.6 |
| 5 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | 5.8.6.6 |
| 3 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. | 3.10.4.4 |
| 4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. | 4.10.4.4 |
| 5 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. | 5.10.4.4 |
| 6 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 6.9.1.1 |
| 7 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and issues, building on others’ ideas and expressing their own clearly. | 7.9.1.1 |
| 8 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 8.9.1.1 |
| 6 | Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. | 6.9.4.4 |
| 7 | Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. | 7.9.4.4 |
| 8 | Present claims and findings, respect intellectual properties emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. | 8.9.4.4 |
| 6 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. | 6.11.4.4 |
| 7 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. | 7.11.4.4. |
| 8 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. | 8.11.4.4 |
Animal Signs
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 3 | Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. | 3.1.3.2.1 |
| 3 | Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made. | 3.1.3.4.1 |
| 3 | Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. | 3.4.1.1.2 |
| 4 | Measure temperature, volume, weight and length using appropriate tools and units. | 4.2.1.1.1 |
| 7 | Compare and contrast the roles of organisms within the following relationships: predator/prey, parasite/host, and producer/consumer/decomposer. | 7.4.2.1.2 |
| 7 | Recognize that producers use the energy from sunlight to make sugars from carbon dioxide and water through a process called photosynthesis. This food can be used immediately, stored for later use, or used by other organisms. | 7.4.2.2.1 |
| 7 | Describe the roles and relationships among producers, consumers, and decomposers in changing energy from one form to another in a food web within an ecosystem. | 7.4.2.2.2 |
| 7 | Explain that the total amount of matter in an ecosystem remains the same as it is transferred between organisms and their physical environment, even though its form and location change. | 7.4.2.2.3 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 3 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | 3.6.8.8 |
| 4 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. | 4.6.8.8 |
| 5 | Recall relevant information from experiences orgather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. | 5.6.8.8 |
| 3 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. | 3.8.1.1 |
| 4 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. | 4.8.1.1 |
| 5 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. | 5.8.1.1 |
| 3 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. | 3.8.6.6 |
| 4 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. | 4.8.6.6 |
| 5 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | 5.8.6.6 |
| 3 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. | 3.10.4.4 |
| 4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. | 4.10.4.4 |
| 5 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. | 5.10.4.4 |
| 6 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 6.9.1.1 |
| 7 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and issues, building on others’ ideas and expressing their own clearly. | 7.9.1.1 |
| 8 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 8.9.1.1 |
| 6 | Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. | 6.9.4.4 |
| 7 | Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. | 7.9.4.4 |
| 8 | Present claims and findings, respect intellectual properties emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. | 8.9.4.4 |
| 6 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. | 6.11.4.4 |
| 7 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. | 7.11.4.4. |
| 8 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. | 8.11.4.4 |
Archery
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 5 | Identify the force that starts something moving or changes its speed or direction of motion. | 5.2.2.1.2 |
| 5 | Demonstrate that a greater force on an object can produce a greater change in motion. | 5.2.2.1.3 |
| 8 | Describe examples of important contributions to the advancement of science, engineering, and technology made by individuals representing different groups and cultures at different times in history. | 8.1.3.2.1 |
| 8 | Understand that scientific knowledge is always changing as new technologies and information enhance observations and analysis of data. | 8.1.3.3.2 |
| 8 | Provide examples of how advances in technology have impacted the ways in which people live, work and interact. | 8.1.3.3.3 |
| 8 | Provide examples of how diverse cultures, including natives from all of the Americas, have contributed scientific and mathematical ideas and technological inventions. | 8.1.3.3.3 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 5 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | 5.2.4.4 |
| 5 | Know and apply grade-level phonics and word analysis skills in decoding words. | 5.3.0.3 |
| 6 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. | 6.5.4.4 |
| 6 | Integrate information presented in different media or formats (e.g. visually, quantitively) as well as in words to develop a coherent understanding of a topic or issue. | 6.5.7.7 |
| Grade | Minnesota Physical Education Benchmarks (2004) | Code |
|---|---|---|
| 5 | Students will manipulate objects with accuracy and speed. | 5.1.1 |
| 5 | Students will develop specialized movement skills. | 5.1.2 |
| 5 | Students will utilize safety principles in activity situations. | 5.5.3 |
| 5 | Students will identify opportunities to be physically active at home, school, and in the community. | 5.6.1 |
| 5 | Students will celebrate personal and/or peer successes and achievements. | 5.6.2 |
| 5 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 5.6.5 |
| 6 | Students will demonstrate increasing competence in more specialized skills. | 6.1.2 |
| 6 | Students will apply rules, procedures and etiquette, which exhibit good sportsmanship. | 6.5.1 |
| 6 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 6.5.5 |
| 6 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 6.6.1 |
| 6 | Students will demonstrate enjoyment from participation in physical activities. | 6.6.4 |
| 6 | Students will communicate feelings towards others in socially acceptable manner. | 6.6.5 |
| 7 | Students will recognize general characteristics of movement that can be applied to specific settings. | 7.2.1 |
| 7 | Students will follow appropriate rules, procedures and etiquette that are safe and effective for specific activity situations. | 7.5.1 |
| 7 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 7.5.3 |
| 7 | Students will recognize the social benefits of participation in a variety of physical activities. | 7.6.3 |
| 7 | Students will communicate feelings towards others in socially acceptable manner. | 7.6.4 |
| 8 | Students will explore a variety of new physical activities for personal interest in and outside of the physical education class. | 8.3.2 |
| 8 | Students will participate in new and challenging lifelong activities. | 8.3.4 |
| 8 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 8.5.1 |
| 8 | Students will recognize the importance of physical activity as a tool for displaying socially acceptable behaviors. | 8.6.2 |
| 8 | Students will communicate feelings towards others in socially acceptable manner. | 8.6.4 |
Beginning Orienteering
| Grade | Minnesota Science Benchmarks (2009) | Code |
|---|---|---|
| 8 | Describe examples of important contributions to the advancement of science, engineering and technology made by individuals representing different groups and cultures at different times in history. | 8.1.3.2.1 |
| 8 | Provide examples of how advances in technology have impacted the ways in which people live, work and interact. | 8.1.3.3.3 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 5 | Know and apply grade level phonics and word analysis skills in decoding words. | 5.3.0.3 |
| 6 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meaning. | 6.5.4.4 |
| Grade | Minnesota Physical Education Benchmarks (2004) | Code |
|---|---|---|
| 5 | Students will participate in moderate to vigorous physical activity in a variety of settings | 5.4.4 |
| 5 | Students will choose a partner that he or she can work with productively. | 5.5.4 |
| 5 | Students will identify opportunities to be physically active at home, school, and in the community. | 5.6.1 |
| 5 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 5.6.5 |
| 6 | Students will participate in moderate to vigorous physical activity in a variety of settings | 6.4.1 |
| 6 | Students will work in a group to achieve goals in cooperative and competitive activities. | 6.5.3 |
| 6 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 6.5.5 |
| 6 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 6.6.1 |
| 6 | Students will demonstrate enjoyment from participation in physical activities | 6.6.4 |
| 7 | Students will participate in moderate to vigorous physical activity in a variety of settings | 7.4.1 |
| 7 | Students will work in a group to achieve goals in cooperative and competitive activities. | 7.5.2 |
| 7 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 7.5.3 |
| 7 | Students will recognize the social benefits of participation in a variety of physical activities. | 7.6.2 |
| 8 | Students will explore a variety of new physical activities for personal interest in and outside of the physical education class. | 8.3.2 |
| 8 | Students will participate in new and challenging lifelong activities | 8.3.4 |
| 8 | Students will participate in moderate to vigorous physical activity in a variety of settings | 8.4.1 |
| 8 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 8.5.1 |
| 8 | Students will work in a group to achieve goals in cooperative and competitive activities. | 8.5.2 |
Big Freeze
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 3 | Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made. | 3.1.3.4.1 |
| 4 | Measure temperature, volume, weight and length using appropriate tools and units. | 4.2.1.1.1 |
| 4 | Identify several ways to generate heat energy. | 4.2.3.2.1 |
| 5 | Use appropriate tools and techniques in gathering, analyzing and interpreting data. | 5.1.3.4.1 |
| 6 | Describe how heat energy is transferred in conduction, convection and radiation. | 6.2.3.2.3 |
| 8 | Explain how the combination of the Earth’s tilted axis and revolution around the sun causes the progression of seasons. | 8.3.2.1.1 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 3 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. | 3.2.4.4 |
| 3 | Know and apply grade-level phonics and word analysis skills in decoding words. | 3.3.0.3 |
| 3 | Read with sufficient accuracy and fluency to support comprehension. | 3.3.0.4 |
| 3 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | 3.6.8.8 |
| 3 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. | 3.8.1.1 |
| 3 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. | 3.8.6.6 |
| 3 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. | 3.10.4.4 |
| 4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. | 4.2.4.4 |
| 4 | Know and apply grade-level phonics and word analysis skills in decoding words. | 4.3.0.3 |
| 4 | Read with sufficient accuracy and fluency to support comprehension. | 4.3.0.4 |
| 4 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. | 4.6.8.8 |
| 4 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. | 4.8.1.1 |
| 4 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. | 4.8.6.6 |
| 4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. | 4.10.4.4 |
| 5 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | 5.2.4.4 |
| 5 | Know and apply grade-level phonics and word analysis skills in decoding words. | 5.3.0.3 |
| 5 | Read with sufficient accuracy and fluency to supportcomprehension. | 5.3.0.4 |
| 5 | Recall relevant information from experiences orgather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. | 5.6.8.8 |
| 5 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. | 5.8.1.1 |
| 5 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | 5.8.6.6 |
| 5 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. | 5.10.4.4 |
| 6 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. | 6.5.4.4 |
| 6 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 6.9.1.1 |
| 6 | Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. | 6.9.4.4 |
| 6 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. | 6.11.4.4 |
| 7 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. | 7.5.4.4 |
| 7 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and issues, building on others’ ideas and expressing their own clearly. | 7.9.1.1 |
| 7 | Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. | 7.9.4.4 |
| 7 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. | 7.11.4.4. |
| 8 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. | 8.5.4.4 |
| 8 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 8.9.1.1 |
| 8 | Present claims and findings, respect intellectual properties emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. | 8.9.4.4 |
| 8 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. | 8.11.4.4 |
Birds
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 3 | Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. | 3.1.3.2.1 |
| 3 | Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made. | 3.1.3.4.1 |
| 3 | Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. | 3.4.1.1.2 |
| 5 | Give examples of beneficial and harmful human interaction with natural systems. | 5.4.4.1.1 |
| Grade | Minnesota Social Studies Benchmarks (2011) | Code |
|---|---|---|
| Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications | 4.3.4.9.1 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 3 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | 3.6.8.8 |
| 4 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. | 4.6.8.8 |
| 5 | Recall relevant information from experiences orgather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. | 5.6.8.8 |
| 3 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. | 3.8.1.1 |
| 4 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. | 4.8.1.1 |
| 5 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. | 5.8.1.1 |
| 3 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. | 3.8.6.6 |
| 4 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. | 4.8.6.6 |
| 5 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | 5.8.6.6 |
| 3 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. | 3.10.4.4 |
| 4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. | 4.10.4.4 |
| 5 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. | 5.10.4.4 |
| 6 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 6.9.1.1 |
| 7 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and issues, building on others’ ideas and expressing their own clearly. | 7.9.1.1 |
| 8 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 8.9.1.1 |
| 6 | Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. | 6.9.4.4 |
| 7 | Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. | 7.9.4.4 |
| 8 | Present claims and findings, respect intellectual properties emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. | 8.9.4.4 |
| 6 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. | 6.11.4.4 |
| 7 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. | 7.11.4.4. |
| 8 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. | 8.11.4.4 |
Canoeing
| Grade | Minnesota Science Benchmarks (2009) | Code |
|---|---|---|
| 5 | Identify the force that starts something moving or changes its speed or direction of motion. | 5.2.2.1.2 |
| 5 | Demonstrate that a greater force on an object can produce a greater change in motion. | 5.2.2.1.3 |
| Grade | Minnesota Physical Education Benchmarks (2004) | Code |
|---|---|---|
| 5 | Students will develop specialized movement skills. | 5.1.2 |
| 5 | Students will utilize safety principles in activity situations. | 5.5.3 |
| 5 | Students will choose a partner that he or she can work with productively. | 5.5.4 |
| 5 | Students will identify opportunities to be physically active at home, school, and in the community. | 5.6.1 |
| 5 | Students will demonstrate the acceptance of others skills and abilities. | 5.6.4 |
| 5 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 5.6.5 |
| 6 | Students will demonstrate increasing competence in more specialized skills. | 6.1.2 |
| 6 | Students will identify personal or peer age appropriate information feedback for performance improvement. | 6.2.2 |
| 6 | Students will apply rules, procedures and etiquette, which exhibit good sportsmanship. | 6.5.1 |
| 6 | Students will work in a group to achieve goals in cooperative and competitive activities. | 6.5.3 |
| 6 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 6.5.5 |
| 6 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 6.6.1 |
| 6 | Students will seek personally challenging experiences in physically active opportunities. | 6.6.3 |
| 6 | Students will demonstrate enjoyment from participation in physical activities | 6.6.4 |
| 6 | Students will communicate feelings towards others in a socially acceptable manner. | 6.6.5 |
| 7 | Students will recognize general characteristics of movement that can be applied to specific settings. | 7.2.1 |
| 7 | Students will follow appropriate rules, procedures and etiquette that are safe and effective for specific activity situations. | 7.5.1 |
| 7 | Students will work in a group to achieve goals in cooperative and competitive activities. | 7.5.2 |
| 7 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 7.5.3 |
| 7 | Students will recognize the social benefits of participation in a variety of physical activities. | 7.6.3 |
| 7 | Students will communicate feelings towards others in a socially acceptable manner. | 7.6.4 |
| 8 | Students will explore a variety of new physical activities for personal interest in and outside of the physical education class. | 8.3.2 |
| 8 | Students will participate in new and challenging lifelong activities | 8.3.4 |
| 8 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 8.5.1 |
| 8 | Students will work in a group to achieve goals in cooperative and competitive activities. | 8.5.2 |
| 8 | Students will solve problems by analyzing causes and potential solutions. | 8.5.3 |
| 8 | Students will communicate feelings towards others in a socially acceptable manner. | 8.6.4 |
Competitive Orienteering
| Grade | Minnesota Science Benchmarks (2009) | Code |
|---|---|---|
| 5 | Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain. | 5.1.1.1.4 |
| 8 | Describe examples of important contributions to the advancement of science, engineering and technology made by individuals representing different groups and cultures at different times in history. | 8.1.3.2.1 |
| 8 | Provide examples of how advances in technology have impacted the ways in which people live, work and interact. | 8.1.3.3.3 |
| Grade | Minnesota Math Benchmarks (2007) | Code |
|---|---|---|
| 7 | Use proportions and ratios to solve problems involving scale drawings and conversions of measurements units. | 7.3.2.3 |
| Grade | Minnesota Social Studies Benchmarks (2010) | Code |
|---|---|---|
| 6 | Create and use various kinds of maps, including overlaying thematic maps of places in Minnesota; incorporate the “TODALS map basics, as well as points, lines and colored areas to display spatial information | 6.3.1.1.1 |
| 7 | Create and use various kinds of maps, including overlaying thematic maps of places in the United States; incorporate the “TODALS map basics, as well as points, lines and colored areas to display spatial information | 7.1.1.1.1 |
| Grade | Minnesota Physical Education Benchmarks (2004) | Code |
|---|---|---|
| 5 | Students will participate in moderate to vigorous physical activity in a variety of settings | 5.4.4 |
| 5 | Students will choose a partner that he or she can work with productively. | 5.5.4 |
| 5 | Students will identify opportunities to be physically active at home, school, and in the community. | 5.6.1 |
| 5 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 5.6.5 |
| 6 | Students will participate in moderate to vigorous physical activity in a variety of settings | 6.4.1 |
| 6 | Students will work in a group to achieve goals in cooperative and competitive activities. | 6.5.3 |
| 6 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 6.5.5 |
| 6 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 6.6.1 |
| 6 | Students will demonstrate enjoyment from participation in physical activities | 6.6.4 |
| 7 | Students will participate in moderate to vigorous physical activity in a variety of settings | 7.4.1 |
| 7 | Students will work in a group to achieve goals in cooperative and competitive activities. | 7.5.2 |
| 7 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 7.5.3 |
| 7 | Students will recognize the social benefits of participation in a variety of physical activities. | 7.6.2 |
| 8 | Students will explore a variety of new physical activities for personal interest in and outside of the physical education class. | 8.3.2 |
| 8 | Students will participate in new and challenging lifelong activities | 8.3.4 |
| 8 | Students will participate in moderate to vigorous physical activity in a variety of settings | 8.4.1 |
| 8 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 8.5.1 |
| 8 | Students will work in a group to achieve goals in cooperative and competitive activities. | 8.5.2 |
Cross Country Skiing
| Grade | Minnesota Science Benchmarks (2009) | Code |
|---|---|---|
| 6 | Identify a common engineered system and evaluate its impact on the daily life of humans. | 6.1.2.1.1 |
| 6 | Geographic factors influence the distribution, functions, growth, and patterns of cities and other human settlements. | 6.3.4.6 |
| 8 | Describe examples of important contributions to the advancement of science, engineering and technology made by individuals representing different groups and cultures at different times in history. | 8.1.3.2.1 |
| 8 | Understand that scientific knowledge is always changing as new technologies and information enhance observations and analysis of data. | 8.1.3.3.2 |
| 8 | Provide examples of how advances in technology have impacted the ways in which people live, work and interact. | 8.1.3.3.3 |
| Grade | Minnesota Physical Education Benchmarks (2004) | Code |
|---|---|---|
| 5 | Students will develop specialized movement skills. | 5.1.2 |
| 5 | Students will utilize safety principles in activity situations. | 5.5.3 |
| 5 | Students will identify opportunities to be physically active at home, school, and in the community. | 5.6.1 |
| 5 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 5.6.5 |
| 6 | Students will apply rules, procedures and etiquette, which exhibit good sportsmanship. | 6.5.1 |
| 6 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 6.5.5 |
| 6 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 6.6.1 |
| 7 | Students will follow appropriate rules, procedures and etiquette that are safe and effective for specific activity situations. | 7.5.1 |
| 7 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 7.5.3 |
| 7 | Students will recognize the social benefits of participation in a variety of physical activities. | 7.6.3 |
| 8 | Students will explore a variety of new physical activities for personal interest in and outside of the physical education class. | 8.3.2 |
| 8 | Students will participate in new and challenging lifelong activities | 8.3.4 |
| 8 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 8.5.1 |
| 8 | Students will communicate feelings towards others in a socially acceptable manner. | 8.6.4 |
Earth Exploration
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 4 | Recognize that rocks may be uniform or made of mixtures of different minerals. | 4.3.1.3.1 |
| 5 | Explain how slow processes, such as water erosion, and rapid processes, such as landslides and volcanic eruptions, form features of the Earth’s surface. | 5.3.1.2.2 |
| 5 | Compare the impact of individual decisions on natural systems. | 5.3.4.1.3 |
| 7 | Explain how the fossil record documents the appearance, diversification and extinction of many life forms. | 7.4.3.2.1 |
| 7 | Use internal and external anatomical structures to compare and infer relationships between living organisms as well as those in the fossil record. | 7.4.3.2.2 |
| 8 | Recognize that the Earth is composed of layers, and describe the properties of the layers, including the lithosphere, mantle and core. | 8.3.1.1.1 |
| 8 | Correlate the distribution of ocean trenches, mid-ocean ridges and mountain ranges to volcanic and seismic activity. | 8.3.1.1.2 |
| 8 | Recognize that major geological events, such as earthquakes, volcanic eruptions and mountain building, result from the slow movement of tectonic plates. | 8.3.1.1.3 |
| 8 | Explain how landforms result from the processes of crustal deformation, volcanic eruptions, weathering, erosion and deposition of sediment. | 8.3.1.2.1 |
| 8 | Explain the role of weathering, erosion and glacial activity in shaping Minnesota’s current landscape. | 8.3.1.2.2 |
| 8 | Interpret successive layers of sedimentary rocks and their fossils to infer relative ages of rock sequences, past geologic events, changes in environmental conditions, and the appearance and extinction of life forms. | 8.3.1.3.1 |
| 8 | Relate rock composition and texture to physical conditions at the time of formation of igneous, sedimentary and metamorphic rock. | 8.3.1.3.3 |
| 8 | Describe how mineral and fossil fuel resources have formed over millions of years, and explain why these resources are finite and non-renewable over human time frames. | 8.3.4.1.1 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 3 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. | 3.2.4.4 |
| 3 | Know and apply grade-level phonics and word analysis skills in decoding words. | 3.3.0.3 |
| 3 | Read with sufficient accuracy and fluency to support comprehension. | 3.3.0.4 |
| 3 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | 3.6.8.8 |
| 3 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. | 3.8.1.1 |
| 3 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. | 3.8.6.6 |
| 3 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. | 3.10.4.4 |
| 4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. | 4.2.4.4 |
| 4 | Know and apply grade-level phonics and word analysis skills in decoding words. | 4.3.0.3 |
| 4 | Read with sufficient accuracy and fluency to support comprehension. | 4.3.0.4 |
| 4 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. | 4.6.8.8 |
| 4 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. | 4.8.1.1 |
| 4 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. | 4.8.6.6 |
| 4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. | 4.10.4.4 |
| 5 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | 5.2.4.4 |
| 5 | Know and apply grade-level phonics and word analysis skills in decoding words. | 5.3.0.3 |
| 5 | Read with sufficient accuracy and fluency to supportcomprehension. | 5.3.0.4 |
| 5 | Recall relevant information from experiences orgather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. | 5.6.8.8 |
| 5 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. | 5.8.1.1 |
| 5 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | 5.8.6.6 |
| 5 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. | 5.10.4.4 |
| 6 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. | 6.5.4.4 |
| 6 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 6.9.1.1 |
| 6 | Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. | 6.9.4.4 |
| 6 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. | 6.11.4.4 |
| 7 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. | 7.5.4.4 |
| 7 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and issues, building on others’ ideas and expressing their own clearly. | 7.9.1.1 |
| 7 | Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. | 7.9.4.4 |
| 7 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. | 7.11.4.4. |
| 8 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. | 8.5.4.4 |
| 8 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 8.9.1.1 |
| 8 | Present claims and findings, respect intellectual properties emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. | 8.9.4.4 |
| 8 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. | 8.11.4.4 |
Forest Ecology
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 3 | Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made. | 3.1.3.4.1 |
| 4 | Measure temperature, volume, weight and length using appropriate tools and units. | 4.2.1.1.1 |
| 5 | Use appropriate tools and techniques in gathering, analyzing and interpreting data. | 5.1.3.4.1 |
| 5 | Explain how, over time, rocks weather and combine with organic matter to form soil. | 5.3.1.2.1 |
| 5 | Describe a natural system in Minnesota, such as a wetland, prairie, or garden, in terms of the relationships among its living and nonliving parts, as well as inputs and outputs. | 5.4.2.1.1 |
| 7 | Determine and use appropriate safety procedures, tools, measurements, graphs and mathematical analyses to describe and investigate natural and designed systems in a life science context. | 7.1.3.4.2 |
| 7 | Explain how the number of populations an ecosystem can support depends on the biotic resources available as well as abiotic factors such as amount of light and water, temperature range and soil composition. | 7.4.2.1.3 |
| Grade | Minnesota Social Studies Benchmarks (2011) | Code |
|---|---|---|
| 4 | Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications | 4.3.4.9.1 |
| 6 | Describe how land was used during different time periods in Minnesota history; explain how and why land use has changed over time. | 6.3.4.10.1 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 3 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. | 3.2.4.4 |
| 3 | Know and apply grade-level phonics and word analysis skills in decoding words. | 3.3.0.3 |
| 3 | Read with sufficient accuracy and fluency to support comprehension. | 3.3.0.4 |
| 3 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | 3.6.8.8 |
| 3 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. | 3.8.1.1 |
| 3 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. | 3.8.6.6 |
| 3 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. | 3.10.4.4 |
| 4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. | 4.2.4.4 |
| 4 | Know and apply grade-level phonics and word analysis skills in decoding words. | 4.3.0.3 |
| 4 | Read with sufficient accuracy and fluency to support comprehension. | 4.3.0.4 |
| 4 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. | 4.6.8.8 |
| 4 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. | 4.8.1.1 |
| 4 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. | 4.8.6.6 |
| 4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. | 4.10.4.4 |
| 5 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | 5.2.4.4 |
| 5 | Know and apply grade-level phonics and word analysis skills in decoding words. | 5.3.0.3 |
| 5 | Read with sufficient accuracy and fluency to supportcomprehension. | 5.3.0.4 |
| 5 | Recall relevant information from experiences orgather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. | 5.6.8.8 |
| 5 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. | 5.8.1.1 |
| 5 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | 5.8.6.6 |
| 5 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. | 5.10.4.4 |
| 6 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. | 6.5.4.4 |
| 6 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 6.9.1.1 |
| 6 | Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. | 6.9.4.4 |
| 6 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. | 6.11.4.4 |
| 7 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. | 7.5.4.4 |
| 7 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and issues, building on others’ ideas and expressing their own clearly. | 7.9.1.1 |
| 7 | Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. | 7.9.4.4 |
| 7 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. | 7.11.4.4. |
| 8 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. | 8.5.4.4 |
| 8 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 8.9.1.1 |
| 8 | Present claims and findings, respect intellectual properties emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. | 8.9.4.4 |
| 8 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. | 8.11.4.4 |
Fungus Among Us
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 3 | Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. | 3.1.3.2.1 |
| 3 | Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made. | 3.1.3.4.1 |
| 3 | Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. | 3.4.1.1.2 |
| 7 | Compare and contrast the roles of organisms within the following relationships: predator/prey, parasite/host, and producer/consumer/decomposer. | 7.4.2.1.2 |
| 7 | Recognize that producers use the energy from sunlight to make sugars from carbon dioxide and water through a process called photosynthesis. This food can be used immediately, stored for later use, or used by other organisms. | 7.4.2.2.1 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 3 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. | 3.2.4.4 |
| 3 | Know and apply grade-level phonics and word analysis skills in decoding words. | 3.3.0.3 |
| 3 | Read with sufficient accuracy and fluency to support comprehension. | 3.3.0.4 |
| 3 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | 3.6.8.8 |
| 3 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. | 3.8.1.1 |
| 3 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. | 3.8.6.6 |
| 3 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. | 3.10.4.4 |
| 4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. | 4.2.4.4 |
| 4 | Know and apply grade-level phonics and word analysis skills in decoding words. | 4.3.0.3 |
| 4 | Read with sufficient accuracy and fluency to support comprehension. | 4.3.0.4 |
| 4 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. | 4.6.8.8 |
| 4 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. | 4.8.1.1 |
| 4 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. | 4.8.6.6 |
| 4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. | 4.10.4.4 |
| 5 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | 5.2.4.4 |
| 5 | Know and apply grade-level phonics and word analysis skills in decoding words. | 5.3.0.3 |
| 5 | Read with sufficient accuracy and fluency to supportcomprehension. | 5.3.0.4 |
| 5 | Recall relevant information from experiences orgather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. | 5.6.8.8 |
| 5 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. | 5.8.1.1 |
| 5 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | 5.8.6.6 |
| 5 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. | 5.10.4.4 |
| 6 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. | 6.5.4.4 |
| 6 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 6.9.1.1 |
| 6 | Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. | 6.9.4.4 |
| 6 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. | 6.11.4.4 |
| 7 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. | 7.5.4.4 |
| 7 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and issues, building on others’ ideas and expressing their own clearly. | 7.9.1.1 |
| 7 | Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. | 7.9.4.4 |
| 7 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. | 7.11.4.4. |
| 8 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. | 8.5.4.4 |
| 8 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 8.9.1.1 |
| 8 | Present claims and findings, respect intellectual properties emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. | 8.9.4.4 |
| 8 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. | 8.11.4.4 |
GPS Pathfinders
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 6 | Identify a common engineered system and evaluate its impact on the daily life of humans. | 6.1.2.1.1 |
| 8 | Describe examples of important contributions to the advancement of science, engineering and technology made by individuals representing different groups and cultures at different times in history. | 8.1.3.2.1 |
| 8 | Understand that scientific knowledge is always changing as new technologies and information enhance observations and analysis of data. | 8.1.3.3.2 |
| 8 | Provide examples of how advances in technology have impacted the ways in which people live, work and interact. | 8.1.3.3.3 |
| 8 | Provide examples of how diverse cultures, including natives from all of the Americas, have contributed scientific and mathematical ideas and technological inventions. | 8.1.3.3.3 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 5 | Know and apply grade level phonics and word analysis skills in decoding words. | 5.3.0.3 |
| 6 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meaning. | 6.5.4.4 |
| Grade | Minnesota Physical Education Benchmarks (2004) | Code |
|---|---|---|
| 5 | Students will participate in moderate to vigorous physical activity in a variety of settings | 5.4.4 |
| 5 | Students will choose a partner that he or she can work with productively. | 5.5.4 |
| 5 | Students will identify opportunities to be physically active at home, school, and in the community. | 5.6.1 |
| 5 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 5.6.5 |
| 6 | Students will participate in moderate to vigorous physical activity in a variety of settings | 6.4.1 |
| 6 | Students will work in a group to achieve goals in cooperative and competitive activities. | 6.5.3 |
| 6 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 6.5.5 |
| 6 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 6.6.1 |
| 6 | Students will demonstrate enjoyment from participation in physical activities | 6.6.4 |
| 7 | Students will participate in moderate to vigorous physical activity in a variety of settings | 7.4.1 |
| 7 | Students will work in a group to achieve goals in cooperative and competitive activities. | 7.5.2 |
| 7 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 7.5.3 |
| 7 | Students will recognize the social benefits of participation in a variety of physical activities. | 7.6.2 |
| 8 | Students will explore a variety of new physical activities for personal interest in and outside of the physical education class. | 8.3.2 |
| 8 | Students will participate in new and challenging lifelong activities | 8.3.4 |
| 8 | Students will participate in moderate to vigorous physical activity in a variety of settings | 8.4.1 |
| 8 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 8.5.1 |
| 8 | Students will work in a group to achieve goals in cooperative and competitive activities. | 8.5.2 |
Group Challenges
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 6 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 6.9.1.1 |
| 7 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 7.9.1.1 |
| 8 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 8.9.1.1 |
| Grade | Minnesota Physical Education Benchmarks (2004) | Code |
|---|---|---|
| 5 | Students will demonstrate beginning strategies for games and activities. | 5.1.3 |
| 5 | Students will utilize safety principles in activity situations. | 5.5.3 |
| 5 | Students will choose a partner that he or she can work with productively. | 5.5.4 |
| 5 | Students will identify responsible decisions about using time, applying rules, and following through with the decisions resulting in good sportsmanship. | 5.5.6 |
| 5 | Students will celebrate personal and/or peer successes and achievements. | 5.6.2 |
| 5 | Students will demonstrate the acceptance of others skills and abilities. | 5.6.4 |
| 5 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 5.6.5 |
| 6 | Students will identify personal or peer age appropriate information feedback for performance improvement. | 6.2.2 |
| 6 | Students will participate in establishing rules, procedures and etiquette that are safe and effective for specific activity situations. | 6.5.1 |
| 6 | Students will work in a group to achieve goals in cooperative and competitive activities. | 6.5.3 |
| 6 | Students will utilize time effectively to complete assigned tasks. | 6.5.4 |
| 6 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 6.5.5 |
| 6 | Students will seek personally challenging experiences in physically active opportunities. | 6.6.3 |
| 6 | Students will communicate feelings towards others in a socially acceptable manner. | 6.6.5 |
| 7 | Students will follow appropriate rules, procedures and etiquette that are safe and effective for specific activity situations. | 7.5.1 |
| 7 | Students will work in a group to achieve goals in cooperative and competitive settings. | 7.5.2 |
| 7 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 7.5.3 |
| 7 | Students will recognize the social benefits of participation in a variety of physical activities. | 7.6.3 |
| 7 | Students will communicate feelings towards others in a socially acceptable manner. | 7.6.4 |
| 8 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 8.5.1 |
| 8 | Students will work in a group to achieve goals in cooperative and competitive activities. | 8.5.2 |
| 8 | Students will solve problems by analyzing causes and potential solutions. | 8.5.3 |
| 8 | Students will identify the influence of peer pressure on physical activity. | 8.5.4 |
| 8 | Students will recognize the importance of physical activity as a tool for displaying socially acceptable behaviors. | 8.6.2 |
| 8 | Students will communicate feelings towards others in a socially acceptable manner. | 8.6.4 |
Insects
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 3 | Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. | 3.1.3.2.1 |
| 3 | Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made. | 3.1.3.4.1 |
| 3 | Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. | 3.4.1.1.2 |
| 7 | Describe ways that human activities can change the populations and communities in an ecosystem. | 7.4.4.1.2 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 3 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | 3.6.8.8 |
| 4 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. | 4.6.8.8 |
| 5 | Recall relevant information from experiences orgather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. | 5.6.8.8 |
| 3 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. | 3.8.1.1 |
| 4 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. | 4.8.1.1 |
| 5 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. | 5.8.1.1 |
| 3 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. | 3.8.6.6 |
| 4 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. | 4.8.6.6 |
| 5 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | 5.8.6.6 |
| 3 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. | 3.10.4.4 |
| 4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. | 4.10.4.4 |
| 5 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. | 5.10.4.4 |
| 6 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 6.9.1.1 |
| 7 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and issues, building on others’ ideas and expressing their own clearly. | 7.9.1.1 |
| 8 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 8.9.1.1 |
| 6 | Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. | 6.9.4.4 |
| 7 | Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. | 7.9.4.4 |
| 8 | Present claims and findings, respect intellectual properties emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. | 8.9.4.4 |
| 6 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. | 6.11.4.4 |
| 7 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. | 7.11.4.4. |
| 8 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. | 8.11.4.4 |
Inside Energy
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 5 | Identify renewable and non-renewable energy and material resources that are found in Minnesota and describe how they are used. | 5.3.4.1.1 |
| 5 | Give examples of how mineral and energy resources are obtained and processed and how that processing modifies their properties to make them more useful. | 5.3.4.1.2 |
| 5 | Compare the impact of individual decisions on natural systems. | 5.3.4.1.3 |
| 8 | Describe how mineral and fossil fuel resources have formed over millions of years, and explain why these resources are finite and non-renewable over human time frames. | 8.3.4.1.1 |
| 8 | Recognize that land and water use practices affect natural processes and that natural processes interfere and interact with human systems. | 8.3.4.1.2 |
| 6 | Differentiate between kinetic and potential energy and analyze situations where kinetic energy is converted to potential energy and vice versa. | 6.2.3.2.1 |
| 6 | Trace the changes of energy forms, including thermal, electrical, chemical, mechanical, or others as energy is used in devices. | 6.2.3.2.2 |
| 6 | Identify a common engineered system and evaluate its impact on the daily life of humans. For example: Refrigeration, cell phone, or automobile. | 6.1.2.1.1 |
| 6 | Recognize that there is no perfect design and that new technologies have consequences that may increase some risks and decrease others. | 6.1.2.1.2 |
| 6 | Describe the trade-offs in using manufactured products in terms of features, performance, durability and cost. | 6.1.2.1.3 |
| 6 | Explain the importance of learning from past failures, in order to inform future designs of similar products or systems. | 6.1.2.1.4 |
| Grade | Minnesota Math Benchmarks (2007) | Code |
|---|---|---|
| 5 | Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal. | 5.1.1.1 |
| 5 | Consider the context in which a problem is situated to select the most useful form of the quotient for the solution and use the context to interpret the quotient appropriately. | 5.1.1.2 |
| 5 | Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. | 5.1.1.4 |
| 5 | Read and write decimals using place value to describe decimals in terms of groups from millionths to millions. | 5.1.2.1 |
| 5 | Solve real-world and mathematical problems requiring addition and subtraction of decimals, fractions and mixed numbers, including those involving measurement, geometry and data. | 5.1.3.4 |
| 6 | Solve real-world and mathematical problems requiring arithmetic with decimals, fractions and mixed numbers. | 6.1.3.4 |
| 6 | Calculate the area of quadrilaterals. Quadrilaterals include squares, rectangles, rhombuses, parallelograms, trapezoids and kites. When formulas are used, be able to explain why they are valid. | 6.3.1.2 |
| 6 | Solve problems in various contexts involving conversion of weights, capacities, geometric measurements and times within measurement systems using appropriate units. | 6.3.3.1 |
| 6 | Estimate weights, capacities and geometric measurements using benchmarks in measurement systems with appropriate units. | 6.3.3.2 |
| 7 | Add, subtract, multiply and divide positive and negative rational numbers that are integers, fractions and terminating decimals; use efficient and generalizable procedures, including standard algorithms; raise positive rational numbers to whole-number exponents. | 7.1.2.1 |
| 7 | Understand that calculators and other computing technologies often truncate or round numbers. | 7.1.2.3 |
| 7 | Demonstrate an understanding of the proportional relationship between the diameter and circumference of a circle and that the unit rate (constant of proportionality) is. Calculate the circumference and area of circles and sectors of circles to solve problems in various contexts. | 7.3.1.1 |
| 7 | Use proportions and ratios to solve problems involving scale drawings and conversions of measurement units. | 7.3.2.3 |
| Grade | Minnesota Social Studies Benchmarks (2011) | Code |
|---|---|---|
| 4 | Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications | 4.3.4.9.1 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 3 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. | 3.2.4.4 |
| 3 | Know and apply grade-level phonics and word analysis skills in decoding words. | 3.3.0.3 |
| 3 | Read with sufficient accuracy and fluency to support comprehension. | 3.3.0.4 |
| 3 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | 3.6.8.8 |
| 3 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. | 3.8.1.1 |
| 3 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. | 3.8.6.6 |
| 3 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. | 3.10.4.4 |
| 4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. | 4.2.4.4 |
| 4 | Know and apply grade-level phonics and word analysis skills in decoding words. | 4.3.0.3 |
| 4 | Read with sufficient accuracy and fluency to support comprehension. | 4.3.0.4 |
| 4 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. | 4.6.8.8 |
| 4 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. | 4.8.1.1 |
| 4 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. | 4.8.6.6 |
| 4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. | 4.10.4.4 |
| 5 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | 5.2.4.4 |
| 5 | Know and apply grade-level phonics and word analysis skills in decoding words. | 5.3.0.3 |
| 5 | Read with sufficient accuracy and fluency to supportcomprehension. | 5.3.0.4 |
| 5 | Recall relevant information from experiences orgather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. | 5.6.8.8 |
| 5 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. | 5.8.1.1 |
| 5 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | 5.8.6.6 |
| 5 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. | 5.10.4.4 |
| 6 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. | 6.5.4.4 |
| 6 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 6.9.1.1 |
| 6 | Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. | 6.9.4.4 |
| 6 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. | 6.11.4.4 |
| 7 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. | 7.5.4.4 |
| 7 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and issues, building on others’ ideas and expressing their own clearly. | 7.9.1.1 |
| 7 | Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. | 7.9.4.4 |
| 7 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. | 7.11.4.4. |
| 8 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. | 8.5.4.4 |
| 8 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 8.9.1.1 |
| 8 | Present claims and findings, respect intellectual properties emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. | 8.9.4.4 |
| 8 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. | 8.11.4.4 |
Karst Geology
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 3 | Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made. | 3.1.3.4.1 |
| 4 | Recognize that rocks may be uniform or made of mixtures of different minerals. | 4.3.1.3.1 |
| 4 | Describe and classify minerals based on their physical properties. | 4.3.1.3.2 |
| 4 | Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality. | 4.3.4.1.1 |
| 5 | Compare the impact of individual decisions on natural systems. | 5.3.4.1.3 |
| 5 | Give examples of beneficial and harmful human interaction with natural systems. | 5.4.4.1.1 |
| 7 | Recognize that all substances are composed of one or more of approximately one hundred elements and that the periodic table organizes the elements into groups with similar properties. | 7.2.1.1.1 |
| 8 | Use maps, satellite images and other data sets to describe patterns and make predictions about local and global systems in Earth science contexts. | 8.1.3.4.1 |
| 8 | Classify and identify rocks and minerals using characteristics including, but not limited to, density, hardness and streak for minerals; and texture and composition for rocks. | 8.3.1.3.2 |
| Grade | Minnesota Social Studies Benchmarks (2011) | Code |
|---|---|---|
| 4 | Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications | 4.3.4.9.1 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 3 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | 3.6.8.8 |
| 4 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. | 4.6.8.8 |
| 5 | Recall relevant information from experiences orgather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. | 5.6.8.8 |
| 3 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. | 3.8.1.1 |
| 4 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. | 4.8.1.1 |
| 5 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. | 5.8.1.1 |
| 3 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. | 3.8.6.6 |
| 4 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. | 4.8.6.6 |
| 5 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | 5.8.6.6 |
| 3 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. | 3.10.4.4 |
| 4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. | 4.10.4.4 |
| 5 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. | 5.10.4.4 |
| 6 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 6.9.1.1 |
| 7 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and issues, building on others’ ideas and expressing their own clearly. | 7.9.1.1 |
| 8 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 8.9.1.1 |
| 6 | Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. | 6.9.4.4 |
| 7 | Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. | 7.9.4.4 |
| 8 | Present claims and findings, respect intellectual properties emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. | 8.9.4.4 |
| 6 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. | 6.11.4.4 |
| 7 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. | 7.11.4.4. |
| 8 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. | 8.11.4.4 |
Pioneer Life
| Grade | Minnesota Social Studies Benchmarks (2011) | Code |
|---|---|---|
| 5 | Locate and identify the physical and human characteristics of places in the North American colonies. | 5.3.1.3.1 |
| 6 | Describe how and why the United States claimed and settled the upper Mississippi River region in the early nineteenth century; explain the impact of steamboat transportation and settlement on the physical, social and cultural landscapes. (Expansion and Reform: 1792-1861) | 6.4.4.18.1 |
| 6 | Analyze the causes and impact of migration and immigration on Minnesota society during the late nineteenth and early twentieth centuries. (Development of an Industrial United States: 1870-1920) | 6.4.4.20.2 |
| 6 | Identify the push-pull factors that bring the Hmong, East African, Hispanic, Asian Indian and other immigrants and refugees to Minnesota; compare and contrast their experiences with those of earlier Minnesota immigrant groups in the nineteenth and early twentieth centuries. (The United States in a New Global Age: 1980-present) | 6.4.4.23.1 |
| 7 | Describe the processes that led to the territorial expansion of the United States, including the Louisiana Purchase and other land purchases, wars and treaties with foreign and indigenous nations, and annexation.(Expansion and Reform: 1792-1861) | 7.4.4.18.1 |
| 7 | Identify new technologies and innovations that transformed the United States’ economy and society; explain how they influenced political and regional development. (Expansion and Reform: 1792-1861) | 7.4.4.18.2 |
Pond Life
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 3 | Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. | 3.1.3.2.1 |
| 3 | Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made. | 3.1.3.4.1 |
| 3 | Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. | 3.4.1.1.2 |
| 5 | Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system. | 5.4.1.1.1 |
| 5 | Give examples of beneficial and harmful human interaction with natural systems. | 5.4.4.1.1 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 3 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. | 3.2.4.4 |
| 3 | Know and apply grade-level phonics and word analysis skills in decoding words. | 3.3.0.3 |
| 3 | Read with sufficient accuracy and fluency to support comprehension. | 3.3.0.4 |
| 3 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | 3.6.8.8 |
| 3 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. | 3.8.1.1 |
| 3 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. | 3.8.6.6 |
| 3 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. | 3.10.4.4 |
| 4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. | 4.2.4.4 |
| 4 | Know and apply grade-level phonics and word analysis skills in decoding words. | 4.3.0.3 |
| 4 | Read with sufficient accuracy and fluency to support comprehension. | 4.3.0.4 |
| 4 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. | 4.6.8.8 |
| 4 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. | 4.8.1.1 |
| 4 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. | 4.8.6.6 |
| 4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. | 4.10.4.4 |
| 5 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | 5.2.4.4 |
| 5 | Know and apply grade-level phonics and word analysis skills in decoding words. | 5.3.0.3 |
| 5 | Read with sufficient accuracy and fluency to supportcomprehension. | 5.3.0.4 |
| 5 | Recall relevant information from experiences orgather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. | 5.6.8.8 |
| 5 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. | 5.8.1.1 |
| 5 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | 5.8.6.6 |
| 5 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. | 5.10.4.4 |
| 6 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. | 6.5.4.4 |
| 6 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 6.9.1.1 |
| 6 | Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. | 6.9.4.4 |
| 6 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. | 6.11.4.4 |
| 7 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. | 7.5.4.4 |
| 7 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and issues, building on others’ ideas and expressing their own clearly. | 7.9.1.1 |
| 7 | Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. | 7.9.4.4 |
| 7 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. | 7.11.4.4. |
| 8 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. | 8.5.4.4 |
| 8 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 8.9.1.1 |
| 8 | Present claims and findings, respect intellectual properties emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. | 8.9.4.4 |
| 8 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. | 8.11.4.4 |
Rock Climbing
| Grade | Minnesota Physical Education Benchmarks (2004) | Code |
|---|---|---|
| 5 | Students will develop specialized movement skills. | 5.1.2 |
| 5 | Students will identify and apply the functions of bone and muscles to performance. | 5.2.2 |
| 5 | Students will identify the benefits derived from physical activity. | 5.3.2 |
| 5 | Students will participate in moderate to vigorous activity in a variety of settings. | 5.4.4 |
| 5 | Students will utilize safety principles in activity situations. | 5.5.3 |
| 5 | Students will identify opportunities to be physically active at home, school, and in the community. | 5.6.1 |
| 5 | Students will celebrate personal and/or peer successes and achievements. | 5.6.2 |
| 5 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 5.6.5 |
| 6 | Students will demonstrate increasing competence in more specialized skills. | 6.1.2 |
| 6 | Students will identify personal or peer appropriate information feedback for performance improvement. | 6.2.2 |
| 6 | Students will participate in a moderate to vigorous activity in a variety of settings. | 6.4.1 |
| 6 | Students will apply rules, procedures and etiquette, which exhibit good sportsmanship. | 6.5.1 |
| 6 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 6.5.5 |
| 6 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 6.6.1 |
| 6 | Students will seek personally challenging experiences in physically active opportunities. | 6.6.3 |
| 6 | Students will demonstrate enjoyment from participation in physical activities. | 6.6.4 |
| 6 | Students will communicate feelings towards others in socially acceptable manner. | 6.6.5 |
| 7 | Students will recognize general characteristics of movement that can be applied to specific settings. | 7.2.1 |
| 7 | Students will participate in moderate to vigorous activity in a variety of settings. | 7.4.1 |
| 7 | Students will follow appropriate rules, procedures and etiquette that are safe and effective for specific activity situations. | 7.5.1 |
| 7 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 7.5.3 |
| 7 | Students will recognize the social benefits of participation in a variety of physical activities. | 7.6.3 |
| 7 | Students will communicate feelings towards others in socially acceptable manner. | 7.6.4 |
| 8 | Students will explore a variety of new physical activities for personal interest in and outside of the physical education class. | 8.3.2 |
| 8 | Students will participate in new and challenging lifelong activities. | 8.3.4 |
| 8 | Students will participate in moderate to vigorous activity in a variety of settings. | 8.4.1 |
| 8 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 8.5.1 |
| 8 | Students will solve problems by analyzing causes and potential solutions. | 8.5.3 |
| 8 | Students will identify the influence of peer pressure on physical activity. | 8.5.4 |
| 8 | Students will recognize the importance of physical activity as a tool for displaying socially acceptable behaviors. | 8.6.2 |
| 8 | Students will communicate feelings towards others in socially acceptable manner. | 8.6.4 |
Root River Hike
| Grade | Minnesota Science Benchmarks (2009) | Code |
|---|---|---|
| 5 | Compare the impact of individual decisions on natural systems. | 5.3.4.1.3 |
| 5 | Give examples of beneficial and harmful human interaction with natural systems. | 5.4.4.1.1 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 5 | Write narratives or other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. | 5.6.3.3 |
| 5 | Summarize a written text aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. | 5.8.2.2 |
| 5 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | 5.10.1.1 |
| 5 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 5.10.2.2 |
| 5 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. | 5.10.3.3 |
| 5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meaning to develop word consciousness. *(Activity dependent. This standard is covered with the “Windspark” activity whose use is at the discretion of the instructor or request of the a teacher.) | 5.10.5.5* |
| 6 | Write narratives or other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. | 6.7.3.3 |
| 6 | Present claims, findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clean pronunciation. | 6.9.4.4 |
| 6 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | 6.11.1.1 |
| 6 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 6.11.2.2 |
| 6 | Demonstrate understanding of figurative language, word relationships, and nuances in word meaning to extend word consciousness. *(Activity dependent. This standard is covered with the “Windspark” activity whose use is at the discretion of the instructor or request of the a teacher.) | 6.11.5.5* |
| 7 | Write narratives or other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. | 7.7.3.3 |
| 7 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 7.11.2.2 |
| 8 | Write narratives or other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. | 8.7.3.3 |
| 7 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 8.11.2.2 |
| Grade | Minnesota Physical Education Benchmarks (2004) | Code |
|---|---|---|
| 5 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 5.6.5 |
| 6 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 6.6.1 |
| 7 | Students will recognize the social benefits of participation in a variety of physical activities. | 7.6.2 |
Snow Shoeing
| Grade | Minnesota Science Benchmarks (2009) | Code |
|---|---|---|
| 6 | Identify a common engineered system and evaluate its impact on the daily life of humans. | 6.1.2.1.1 |
| 6 | Geographic factors influence the distribution, functions, growth, and patterns of cities and other human settlements. | 6.3.4.6 |
| 8 | Describe examples of important contributions to the advancement of science, engineering and technology made by individuals representing different groups and cultures at different times in history. | 8.1.3.2.1 |
| 8 | Understand that scientific knowledge is always changing as new technologies and information enhance observations and analysis of data. | 8.1.3.3.2 |
| 8 | Provide examples of how advances in technology have impacted the ways in which people live, work and interact. | 8.1.3.3.3 |
| Grade | Minnesota Physical Education Benchmarks (2004) | Code |
|---|---|---|
| 5 | Students will develop specialized movement skills. | 5.1.2 |
| 5 | Students will utilize safety principles in activity situations. | 5.5.3 |
| 5 | Students will identify opportunities to be physically active at home, school, and in the community. | 5.6.1 |
| 5 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 5.6.5 |
| 6 | Students will apply rules, procedures and etiquette, which exhibit good sportsmanship. | 6.5.1 |
| 6 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 6.5.5 |
| 6 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 6.6.1 |
| 7 | Students will follow appropriate rules, procedures and etiquette that are safe and effective for specific activity situations. | 7.5.1 |
| 7 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 7.5.3 |
| 7 | Students will recognize the social benefits of participation in a variety of physical activities. | 7.6.3 |
| 8 | Students will explore a variety of new physical activities for personal interest in and outside of the physical education class. | 8.3.2 |
| 8 | Students will participate in new and challenging lifelong activities | 8.3.4 |
| 8 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 8.5.1 |
| 8 | Students will communicate feelings towards others in a socially acceptable manner. | 8.6.4 |
Stream Lab
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 3 | Provide evidence to support claims, other than saying “Everyone knows that,” or “I just know,” and question such reasons when given by others. | 3.1.1.1.1 |
| 3 | Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one’s own observations or investigations. | 3.1.1.2.1 |
| 3 | Recognize that when a science investigation is done the way it was done before, even in a different place, a similar result is expected. | 3.1.1.2.2 |
| 3 | Construct reasonable explanations based on evidence collected from observations or experiments. | 3.1.1.2.4 |
| 3 | Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made. | 3.1.3.4.1 |
| 4 | Measure temperature, volume, weight and length using appropriate tools and units. | 4.2.1.1.1 |
| 4 | Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality. | 4.3.4.1.1 |
| 5 | Explain why evidence, clear communication, accurate record keeping, replication by others, and openness to scrutiny are essential parts of doing science. | 5.1.1.1.1 |
| 5 | Recognize that when scientific investigations are replicated they generally produce the same results, and when results differ significantly, it is important to investigate what may have caused such differences. | 5.1.1.1.2 |
| 5 | Understand that different explanations for the same observations usually lead to making more observations and trying to resolve the differences. | 5.1.1.1.3 |
| 5 | Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain. | 5.1.1.1.4 |
| 5 | Use appropriate tools and techniques in gathering, analyzing and interpreting data. | 5.1.3.4.1 |
| 5 | Compare the impact of individual decisions on natural systems. | 5.3.4.1.3 |
| 5 | Give examples of beneficial and harmful human interaction with natural systems. | 5.4.4.1.1 |
| 6 | Determine and use appropriate safe procedures, tools, measurements, graphs, and mathematical analyses to describe and investigate natural and designed systems in a physical science context. | 6.1.3.4.1 |
| 7 | Understand that when similar investigations give different results, the challenge is to judge whether the differences are significant, and if further studies are required. | 7.1.1.1.2 |
| 7 | Describe ways that human activities can change the populations and communities in an ecosystem. | 7.4.4.1.2 |
| 8 | Provide examples of how advances in technology have impacted how people live, work and interact. | 8.1.3.3.3 |
| 8 | Recognize that land and water use practices affect natural processes and that natural processes interfere and interact with human systems. | 8.3.4.1.2 |
| Grade | Minnesota Math Benchmarks (2007) | Code |
|---|---|---|
| 5 | Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal. | 5.1.1.1 |
| 5 | Consider the context in which a problem is situated to select the most useful form of the quotient for the solution and use the context to interpret the quotient appropriately. | 5.1.1.2 |
| 5 | Estimate solutions to arithmetic problems in order to assess the reasonableness of results. | 5.1.1.3 |
| 5 | Read and write decimals using place value to describe decimals in terms of groups from millionths to millions. | 5.1.2.1 |
| 5 | Know and use the definitions of the mean, median and range of a set of data. Know how to use a spreadsheet to find the mean, median and range of a data set. Understand that the mean is a “leveling out” of data. | 5.4.1.1 |
| 6 | Compare positive rational numbers represented in various forms. Use the symbols < , = and >. | 6.1.1.2 |
| 6 | Understand that percent represents parts out of 100 and ratios to 100. | 6.1.1.3 |
| 6 | Determine equivalences among fractions, decimals and percents; select among these representations to solve problems. | 6.1.1.4 |
| 7 | Design simple experiments and collect data. Determine mean, median and range for quantitative data and from data represented in a display. Use these quantities to draw conclusions about the data, compare different data sets, and make predictions. | 7.4.1.1 |
| 7 | Describe the impact that inserting or deleting a data point has on the mean and the median of a data set. Know how to create data displays using a spreadsheet to examine this impact. | 7.4.1.2 |
| Grade | Minnesota Social Studies Benchmarks (2011) | Code |
|---|---|---|
| 4 | Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications | 4.3.4.9.1 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 3 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. | 3.2.4.4 |
| 3 | Know and apply grade-level phonics and word analysis skills in decoding words. | 3.3.0.3 |
| 3 | Read with sufficient accuracy and fluency to support comprehension. | 3.3.0.4 |
| 3 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | 3.6.8.8 |
| 3 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. | 3.8.1.1 |
| 3 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. | 3.8.6.6 |
| 3 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. | 3.10.4.4 |
| 4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. | 4.2.4.4 |
| 4 | Know and apply grade-level phonics and word analysis skills in decoding words. | 4.3.0.3 |
| 4 | Read with sufficient accuracy and fluency to support comprehension. | 4.3.0.4 |
| 4 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. | 4.6.8.8 |
| 4 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. | 4.8.1.1 |
| 4 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. | 4.8.6.6 |
| 4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. | 4.10.4.4 |
| 5 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | 5.2.4.4 |
| 5 | Know and apply grade-level phonics and word analysis skills in decoding words. | 5.3.0.3 |
| 5 | Read with sufficient accuracy and fluency to supportcomprehension. | 5.3.0.4 |
| 5 | Recall relevant information from experiences orgather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. | 5.6.8.8 |
| 5 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. | 5.8.1.1 |
| 5 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | 5.8.6.6 |
| 5 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. | 5.10.4.4 |
| 6 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. | 6.5.4.4 |
| 6 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 6.9.1.1 |
| 6 | Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. | 6.9.4.4 |
| 6 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. | 6.11.4.4 |
| 7 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. | 7.5.4.4 |
| 7 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and issues, building on others’ ideas and expressing their own clearly. | 7.9.1.1 |
| 7 | Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. | 7.9.4.4 |
| 7 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. | 7.11.4.4. |
| 8 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. | 8.5.4.4 |
| 8 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 8.9.1.1 |
| 8 | Present claims and findings, respect intellectual properties emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. | 8.9.4.4 |
| 8 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. | 8.11.4.4 |
Trees and Keys
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 3 | Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. | 3.1.3.2.1 |
| 3 | Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made. | 3.1.3.4.1 |
| 3 | Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. | 3.4.1.1.2 |
| Grade | Minnesota Social Studies Benchmarks (2011) | Code |
|---|---|---|
| 4 | Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications | 4.3.4.9.1 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 3 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. | 3.2.4.4 |
| 3 | Know and apply grade-level phonics and word analysis skills in decoding words. | 3.3.0.3 |
| 3 | Read with sufficient accuracy and fluency to support comprehension. | 3.3.0.4 |
| 3 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | 3.6.8.8 |
| 3 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. | 3.8.1.1 |
| 3 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. | 3.8.6.6 |
| 3 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. | 3.10.4.4 |
| 4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. | 4.2.4.4 |
| 4 | Know and apply grade-level phonics and word analysis skills in decoding words. | 4.3.0.3 |
| 4 | Read with sufficient accuracy and fluency to support comprehension. | 4.3.0.4 |
| 4 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. | 4.6.8.8 |
| 4 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. | 4.8.1.1 |
| 4 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. | 4.8.6.6 |
| 4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. | 4.10.4.4 |
| 5 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | 5.2.4.4 |
| 5 | Know and apply grade-level phonics and word analysis skills in decoding words. | 5.3.0.3 |
| 5 | Read with sufficient accuracy and fluency to supportcomprehension. | 5.3.0.4 |
| 5 | Recall relevant information from experiences orgather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. | 5.6.8.8 |
| 5 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. | 5.8.1.1 |
| 5 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | 5.8.6.6 |
| 5 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. | 5.10.4.4 |
| 6 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. | 6.5.4.4 |
| 6 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 6.9.1.1 |
| 6 | Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. | 6.9.4.4 |
| 6 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. | 6.11.4.4 |
| 7 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. | 7.5.4.4 |
| 7 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and issues, building on others’ ideas and expressing their own clearly. | 7.9.1.1 |
| 7 | Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. | 7.9.4.4 |
| 7 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. | 7.11.4.4. |
| 8 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. | 8.5.4.4 |
| 8 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 8.9.1.1 |
| 8 | Present claims and findings, respect intellectual properties emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. | 8.9.4.4 |
| 8 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. | 8.11.4.4 |
Wildlife Ecology
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 5 | Compare the impact of individual decisions on natural systems. | 5.3.4.1.3 |
| 5 | Describe a natural system in Minnesota, such as a wetland, prairie, or garden, in terms of the relationships among its living and nonliving parts, as well as inputs and outputs. | 5.4.2.1.1 |
| 5 | Give examples of beneficial and harmful human interaction with natural systems. | 5.4.4.1.1 |
| 7 | Identify a variety of populations and communities in an ecosystem and describe the relationships among the populations and communities in a stable ecosystem. | 7.4.2.1.1 |
| 7 | Compare and contrast the roles of organisms within the following relationships: predator/prey, parasite/host, and producer/consumer/decomposer. | 7.4.2.1.2 |
| 7 | Describe ways that human activities can change the populations and communities in an ecosystem. | 7.4.4.1.2 |
| Grade | Minnesota Social Studies Benchmarks (2011) | Code |
|---|---|---|
| 4 | Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications | 4.3.4.9.1 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 3 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. | 3.2.4.4 |
| 3 | Know and apply grade-level phonics and word analysis skills in decoding words. | 3.3.0.3 |
| 3 | Read with sufficient accuracy and fluency to support comprehension. | 3.3.0.4 |
| 3 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | 3.6.8.8 |
| 3 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. | 3.8.1.1 |
| 3 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. | 3.8.6.6 |
| 3 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. | 3.10.4.4 |
| 4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. | 4.2.4.4 |
| 4 | Know and apply grade-level phonics and word analysis skills in decoding words. | 4.3.0.3 |
| 4 | Read with sufficient accuracy and fluency to support comprehension. | 4.3.0.4 |
| 4 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. | 4.6.8.8 |
| 4 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. | 4.8.1.1 |
| 4 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. | 4.8.6.6 |
| 4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. | 4.10.4.4 |
| 5 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | 5.2.4.4 |
| 5 | Know and apply grade-level phonics and word analysis skills in decoding words. | 5.3.0.3 |
| 5 | Read with sufficient accuracy and fluency to supportcomprehension. | 5.3.0.4 |
| 5 | Recall relevant information from experiences orgather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. | 5.6.8.8 |
| 5 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. | 5.8.1.1 |
| 5 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | 5.8.6.6 |
| 5 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. | 5.10.4.4 |
| 6 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. | 6.5.4.4 |
| 6 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 6.9.1.1 |
| 6 | Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. | 6.9.4.4 |
| 6 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. | 6.11.4.4 |
| 7 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. | 7.5.4.4 |
| 7 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and issues, building on others’ ideas and expressing their own clearly. | 7.9.1.1 |
| 7 | Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. | 7.9.4.4 |
| 7 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. | 7.11.4.4. |
| 8 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. | 8.5.4.4 |
| 8 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 8.9.1.1 |
| 8 | Present claims and findings, respect intellectual properties emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. | 8.9.4.4 |
| 8 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. | 8.11.4.4 |
Tree Tops High Ropes Course
| Grade | Minnesota Physical Education Benchmarks (2003) | Code |
|---|---|---|
| 4 | Students will adapt a skill to the demands of a dynamic, unpredictable environment. | 4.1.2 |
| 4 | Students will apply critical elements to improve personal performance in fundamental and selected specialized motorized motor skills. | 4.2.1 |
| 4 | Students will follow, with few reminders, activity specific rules, procedures and etiquette. | 4.5.1 |
| 4 | Students wil utilize safety principles in activity situations. | 4.5.2 |
| 4 | Students will work cooperatively and productively with a partner or small group resulting in good sportsmanship. | 4.5.3 |
| 4 | Students will experience enjoyment while participating in physical activity. | 4.6.1 |
| 4 | Students will demonstrate the acceptance of others skills and abilities. | 4.6.5 |
| 5 | Students will develop specialized movement skills. | 5.1.2 |
| 5 | Students will utilize safety principles in activity situations. | 5.5.3 |
| 5 | Students will choose a partner that he or she can work with productively. | 5.5.4 |
| 5 | Students will celebrate personal and/or peer successes and achievements. | 5.6.2 |
| 5 | Students will demonstrate the acceptance of others skills and abilities. | 5.6.4 |
| 5 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 5.6.5 |
| 6 | Students will identify personal or peer age appropriate information feedback for performance improvement. | 6.2.2 |
| 6 | Students will apply rules, procedures and etiquette, which exhibit good sportsmanship. | 6.5.1 |
| 6 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 6.5.5 |
| 6 | Students will recognize physical activity as a positive opportunity for social and group interaction and communication. | 6.6.1 |
| 6 | Students will enjoy participation in physical activities. | 6.6.2 |
| 6 | Students will seek personally challenging experiences in physically active opportunities. | 6.6.3 |
| 6 | Students will demonstrate enjoyment from participation in physical activities. | 6.6.4 |
| 6 | Students will communicate feelings towards others in socially acceptable manner. | 6.6.5 |
| 7 | Students will recognize general characteristics of movement that can be applied to specific settings. | 7.2.1 |
| 7 | Students will follow appropriate rules, procedures and etiquette that are safe and effective for specific activity situations. | 7.5.1 |
| 7 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 7.5.3 |
| 7 | Students will recognize the social benefits of participation in a variety of physical activities. | 7.6.3 |
| 7 | Students will communicate feelings towards others in socially acceptable manner. | 7.6.4 |
| 8 | Students will explore a variety of new physical activities for personal interest in and outside of the physical education class. | 8.3.2 |
| 8 | Students will participate in new and challenging lifelong activities. | 8.3.4 |
| 8 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 8.5.1 |
| 8 | Students will recognize the importance of physical activity as a tool for displaying socially acceptable behaviors. | 8.6.2 |
| 8 | Students will communicate feelings towards others in socially acceptable manner. | 8.6.4 |
Winter Pond Lab
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 3 | Provide evidence to support claims, other than saying “Everyone knows that,” or “I just know,” and question such reasons when given by others. | 3.1.1.1.1 |
| 3 | Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one’s own observations or investigations. | 3.1.1.2.1 |
| 3 | Recognize that when a science investigation is done the way it was done before, even in a different place, a similar result is expected. | 3.1.1.2.2 |
| 3 | Construct reasonable explanations based on evidence collected from observations or experiments. | 3.1.1.2.4 |
| 3 | Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made. | 3.1.3.4.1 |
| 4 | Measure temperature, volume, weight and length using appropriate tools and units. | 4.2.1.1.1 |
| 4 | Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality. | 4.3.4.1.1 |
| 5 | Explain why evidence, clear communication, accurate record keeping, replication by others, and openness to scrutiny are essential parts of doing science. | 5.1.1.1.1 |
| 5 | Recognize that when scientific investigations are replicated they generally produce the same results, and when results differ significantly, it is important to investigate what may have caused such differences. | 5.1.1.1.2 |
| 5 | Understand that different explanations for the same observations usually lead to making more observations and trying to resolve the differences. | 5.1.1.1.3 |
| 5 | Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain. | 5.1.1.1.4 |
| 5 | Use appropriate tools and techniques in gathering, analyzing and interpreting data. | 5.1.3.4.1 |
| 5 | Compare the impact of individual decisions on natural systems. | 5.3.4.1.3 |
| 5 | Give examples of beneficial and harmful human interaction with natural systems. | 5.4.4.1.1 |
| 6 | Determine and use appropriate safe procedures, tools, measurements, graphs, and mathematical analyses to describe and investigate natural and designed systems in a physical science context. | 6.1.3.4.1 |
| 6 | Identify evidence of physical changes, including changing phase or shape, and dissolving in other material. | 6.2.1.2.1 |
| 6 | Describe how mass is conserved during a physical change in a closed system | 6.2.1.2.2 |
| 6 | Use the relationship between heat and the mothion and arrangement of paticles in solids, liwuids and gases to explain melting, freezing, condensation and evaporation. | 6.2.1.2.3 |
| 7 | Understand that when similar investigations give different results, the challenge is to judge whether the differences are significant, and if further studies are required. | 7.1.1.1.2 |
| 7 | Describe ways that human activities can change the populations and communities in an ecosystem. | 7.4.4.1.2 |
| 8 | Provide examples of how advances in technology have impacted how people live, work and interact. | 8.1.3.3.3 |
| 8 | Recognize that land and water use practices affect natural processes and that natural processes interfere and interact with human systems. | 8.3.4.1.2 |
| Grade | Minnesota Math Benchmarks (2007) | Code |
|---|---|---|
| 5 | Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal. | 5.1.1.1 |
| 5 | Consider the context in which a problem is situated to select the most useful form of the quotient for the solution and use the context to interpret the quotient appropriately. | 5.1.1.2 |
| 5 | Estimate solutions to arithmetic problems in order to assess the reasonableness of results. | 5.1.1.3 |
| 5 | Read and write decimals using place value to describe decimals in terms of groups from millionths to millions. | 5.1.2.1 |
| 5 | Know and use the definitions of the mean, median and range of a set of data. Know how to use a spreadsheet to find the mean, median and range of a data set. Understand that the mean is a “leveling out” of data. | 5.4.1.1 |
| 6 | Compare positive rational numbers represented in various forms. Use the symbols < , = and >. | 6.1.1.2 |
| 6 | Understand that percent represents parts out of 100 and ratios to 100. | 6.1.1.3 |
| 6 | Determine equivalences among fractions, decimals and percents; select among these representations to solve problems. | 6.1.1.4 |
| 7 | Design simple experiments and collect data. Determine mean, median and range for quantitative data and from data represented in a display. Use these quantities to draw conclusions about the data, compare different data sets, and make predictions. | 7.4.1.1 |
| 7 | Describe the impact that inserting or deleting a data point has on the mean and the median of a data set. Know how to create data displays using a spreadsheet to examine this impact. | 7.4.1.2 |
| Grade | Minnesota Social Studies Benchmarks (2011) | Code |
|---|---|---|
| 4 | Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications | 4.3.4.9.1 |
| Grade | Minnesota Language Arts Benchmarks (2010) | Code |
|---|---|---|
| 3 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. | 3.2.4.4 |
| 3 | Know and apply grade-level phonics and word analysis skills in decoding words. | 3.3.0.3 |
| 3 | Read with sufficient accuracy and fluency to support comprehension. | 3.3.0.4 |
| 3 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | 3.6.8.8 |
| 3 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. | 3.8.1.1 |
| 3 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. | 3.8.6.6 |
| 3 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. | 3.10.4.4 |
| 4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. | 4.2.4.4 |
| 4 | Know and apply grade-level phonics and word analysis skills in decoding words. | 4.3.0.3 |
| 4 | Read with sufficient accuracy and fluency to support comprehension. | 4.3.0.4 |
| 4 | Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. | 4.6.8.8 |
| 4 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. | 4.8.1.1 |
| 4 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. | 4.8.6.6 |
| 4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. | 4.10.4.4 |
| 5 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | 5.2.4.4 |
| 5 | Know and apply grade-level phonics and word analysis skills in decoding words. | 5.3.0.3 |
| 5 | Read with sufficient accuracy and fluency to supportcomprehension. | 5.3.0.4 |
| 5 | Recall relevant information from experiences orgather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. | 5.6.8.8 |
| 5 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. | 5.8.1.1 |
| 5 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | 5.8.6.6 |
| 5 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. | 5.10.4.4 |
| 6 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. | 6.5.4.4 |
| 6 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 6.9.1.1 |
| 6 | Present claims and findings, respect intellectual properties, sequence ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. | 6.9.4.4 |
| 6 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. | 6.11.4.4 |
| 7 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. | 7.5.4.4 |
| 7 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,and issues, building on others’ ideas and expressing their own clearly. | 7.9.1.1 |
| 7 | Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. | 7.9.4.4 |
| 7 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. | 7.11.4.4. |
| 8 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. | 8.5.4.4 |
| 8 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. | 8.9.1.1 |
| 8 | Present claims and findings, respect intellectual properties emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. | 8.9.4.4 |
| 8 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. | 8.11.4.4 |
Winter Survival
| Grade | Minnesota Science Benchmarks (2010) | Code |
|---|---|---|
| 6 | Describe how heat energy is transferred in conduction, convection, and radiation. | 6.2.3.2.3 |
| Grade | Minnesota Physical Education Benchmarks (2004) | Code |
|---|---|---|
| 5 | Students will remain on-task in a group activity without close teacher monitoring. | 5.5.1 |
| 5 | Students will utilize safety principles in activity situations. | 5.5.3 |
| 5 | Students will choose a partner that he or she can work with productively. | 5.5.4 |
| 6 | Students will work in a group to achieve goals in cooperation and competitive activities. | 6.5.3 |
| 6 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 6.5.5 |
| 7 | Students will work in a group to achieve goals in cooperation and competitive activities. | 7.5.2 |
| 7 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 7.5.3 |
| 8 | Students will work in a group to achieve goals in cooperation and competitive activities. | 8.5.2 |
| 8 | Students will demonstrate personal responsibility by accepting consequences of personal behavior. | 8.5.3 |