Page 4 of 65 May 24, 2010
Minnesota Academic Standards in Science
Introduction (continued)
The standards are written as statements of content, and the benchmarks are written as learning outcomes. Each
standard should be prefaced with the statement, “The student will understand that…”.
Many of the benchmarks include examples that clarify the meaning of the benchmark or indicate the level of student
understanding. The examples may suggest learning activities or instructional topics. They are NOT intended to be
directives for curriculum or a comprehensive fulfillment of the benchmarks.
The benchmarks for each standard are designated by five(5)-digit codes. For example, in the code 3.1.1.2.1—
• The 3 refers to grade 3;
• The first 1 refers to the first strand, The Nature of Science and Engineering;
• The next 1 refers to the first substrand, The Practice of Science;
• The 2 refers to the second standard in that substrand, Scientific inquiry is…;
• The last 1 refers to the first benchmark for that standard, Generate questions that… .
Grade Strand Substrand Standard
Understand that…
Code Benchmark
3 1. The
Nature of
Science and
Engineering
1. The
Practice of
Science
2. Scientific inquiry is a set
of interrelated processes
incorporating multiple
approaches that are used
to pose questions about
the natural world and
investigate phenomena.
3.1.1.2.1 Generate questions that can be answered
when scientific knowledge is combined with
knowledge gained from one's own
observations or investigations.
For example: Investigate the sounds
produced by striking various objects.
3 1. The Nature of
Science and
Engineering
1. The Practice of
Science
2. Scientific inquiry is a set of interrelated
processes incorporating multiple approaches
that are used to pose questions about the
natural world and investigate phenomena.
3.1.1.2.2 Observe 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. The Nature of
Science and
Engineering
1. The Practice of
Science
2. Scientific inquiry is a set of interrelated
processes incorporating multiple approaches
that are used to pose questions about the
natural world and investigate phenomena.
3.1.1.2.3 Maintain a record of observations,
procedures and explanations, being careful
to distinguish between actual observations
and ideas about what was observed.
For example: Make a chart comparing
observations about the structures of plants
and animals.
3 1. The Nature of
Science and
Engineering
1. The Practice of
Science
2. Scientific inquiry is a set of interrelated
processes incorporating multiple approaches
that are used to pose questions about the
natural world and investigate phenomena.
3.1.1.2.4 Construct reasonable explanations based on
evidence collected from observations or
experiments.
Codes that begin with “9” indicate benchmarks that are to be mastered in grades 9-12. Benchmarks that satisfy the
new one-credit requirement for chemistry or physics (effective for the graduating class of 2015 and beyond) are
indicated by codes beginning with “9C,” or “9P” respectively. Chemistry and physics have additional standards
beyond those depicted in the chart on Page 1.
These standards are to be implemented no later than the 2011-12 school year. For further information, please refer
to Frequently Asked Questions about the 2009 Minnesota Science Standards and Benchmarks for Grades K-12 on the
Minnesota Department of Education Science Academic Standards website.
National Research Council (1996). National Science Education Standards. Washington D.C.: National Academy Press.