Science Lesson
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State
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Standards
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Sun Angle and Temperature | UT | Utah Science With Engineering Education (SEEd) Standards | 6.1.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons. |
Earth-Sun-Moon System | UT | Utah Science With Engineering Education (SEEd) Standards | 6.1.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons. |
Earth's Place in the Solar System | UT | Utah Science With Engineering Education (SEEd) Standards | 6.1.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons. |
Earth's Place in the Solar System | UT | Utah Science With Engineering Education (SEEd) Standards | 6.1.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to describe the role of gravity and inertia in orbital motions of objects in our solar system. |
Earth's Place in the Solar System | UT | Utah Science With Engineering Education (SEEd) Standards | 6.1.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Use computational thinking to analyze data and determine the scale and properties of objects in the solar system. |
Chemical Reactions | UT | Utah Science With Engineering Education (SEEd) Standards | 6.2.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop models to show that molecules are made of different kinds, proportions, and quantities of atoms. Emphasize understanding that there are differences between atoms and molecules, and that certain combinations of atoms form specific molecules. |
Polymer Structure and Function | UT | Utah Science With Engineering Education (SEEd) Standards | 6.2.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop models to show that molecules are made of different kinds, proportions, and quantities of atoms. Emphasize understanding that there are differences between atoms and molecules, and that certain combinations of atoms form specific molecules. |
Engineering Wind Turbines | UT | Utah Science With Engineering Education (SEEd) Standards | 6.2.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Design an object, tool, or process that minimizes or maximizes heat energy transfer. Identify criteria and constraints, develop a prototype for iterative testing, analyze data from testing, and propose modifications for optimizing the design solution. |
Chemical Reactions | UT | Utah Science With Engineering Education (SEEd) Standards | 6.2.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Design an object, tool, or process that minimizes or maximizes heat energy transfer. Identify criteria and constraints, develop a prototype for iterative testing, analyze data from testing, and propose modifications for optimizing the design solution. |
Sun Angle and Temperature | UT | Utah Science With Engineering Education (SEEd) Standards | 6.3.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop a model to describe how the cycling of water through Earth's systems is driven by energy from the Sun, gravitational forces, and density. |
Convection and Weather | UT | Utah Science With Engineering Education (SEEd) Standards | 6.3.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop a model to describe how the cycling of water through Earth's systems is driven by energy from the Sun, gravitational forces, and density. |
Earth-Sun-Moon System | UT | Utah Science With Engineering Education (SEEd) Standards | 6.3.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop a model to describe how the cycling of water through Earth's systems is driven by energy from the Sun, gravitational forces, and density. |
Convection and Weather | UT | Utah Science With Engineering Education (SEEd) Standards | 6.3.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Investigate the interactions between air masses that cause changes in weather conditions. Collect and analyze weather data to provide evidence for how air masses flow from regions of high pressure to low pressure causing a change in weather. |
Sun Angle and Temperature | UT | Utah Science With Engineering Education (SEEd) Standards | 6.3.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to show how unequal heating of the Earth's systems causes patterns of atmospheric and oceanic circulation that determine regional climates. Emphasize how warm water and air move from the equator toward the poles. |
Convection and Weather | UT | Utah Science With Engineering Education (SEEd) Standards | 6.3.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop and use a model to show how unequal heating of the Earth's systems causes patterns of atmospheric and oceanic circulation that determine regional climates. Emphasize how warm water and air move from the equator toward the poles. |
Greenhouse Effect | UT | Utah Science With Engineering Education (SEEd) Standards | 6.3.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Construct an explanation supported by evidence for the role of the natural greenhouse effect in Earth's energy balance, and how it enables life to exist on Earth. |
Engineering Greenhouses | UT | Utah Science With Engineering Education (SEEd) Standards | 6.3.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Construct an explanation supported by evidence for the role of the natural greenhouse effect in Earth's energy balance, and how it enables life to exist on Earth. |
Engineering Shoreline Barriers | UT | Utah Science With Engineering Education (SEEd) Standards | 6.4.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Analyze data to provide evidence for the effects of resource availability on organisms and populations in an ecosystem. Ask questions to predict how changes in resource availability affects organisms in those ecosystems. |
Photosynthesis and Oil Spills | UT | Utah Science With Engineering Education (SEEd) Standards | 6.4.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Analyze data to provide evidence for the effects of resource availability on organisms and populations in an ecosystem. Ask questions to predict how changes in resource availability affects organisms in those ecosystems. |
Engineering Shoreline Barriers | UT | Utah Science With Engineering Education (SEEd) Standards | 6.4.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasize consistent interactions in different environments such as competition, predation, and mutualism. |
Photosynthesis and Oil Spills | UT | Utah Science With Engineering Education (SEEd) Standards | 6.4.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasize consistent interactions in different environments such as competition, predation, and mutualism. |
Food Webs | UT | Utah Science With Engineering Education (SEEd) Standards | 6.4.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasize consistent interactions in different environments such as competition, predation, and mutualism. |
Food Webs | UT | Utah Science With Engineering Education (SEEd) Standards | 6.4.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Emphasize food webs and the role of producers, consumers, and decomposers in various ecosystems. |
Engineering Shoreline Barriers | UT | Utah Science With Engineering Education (SEEd) Standards | 6.4.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct an argument supported by evidence that the stability of populations is affected by changes to an ecosystem. Emphasize how changes to living and nonliving components in an ecosystem affect populations in that ecosystem. |
Photosynthesis and Oil Spills | UT | Utah Science With Engineering Education (SEEd) Standards | 6.4.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct an argument supported by evidence that the stability of populations is affected by changes to an ecosystem. Emphasize how changes to living and nonliving components in an ecosystem affect populations in that ecosystem. |
Engineering Shoreline Barriers | UT | Utah Science With Engineering Education (SEEd) Standards | 6.4.5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Evaluate competing design solutions for preserving ecosystem services that protect resources and biodiversity based on how well the solutions maintain stability within the ecosystem. Emphasize obtaining, evaluating, and communicating information of differing design solutions. |
Photosynthesis and Oil Spills | UT | Utah Science With Engineering Education (SEEd) Standards | 6.4.5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Evaluate competing design solutions for preserving ecosystem services that protect resources and biodiversity based on how well the solutions maintain stability within the ecosystem. Emphasize obtaining, evaluating, and communicating information of differing design solutions. |
Chemical Reactions (MA) | UT | Utah Science With Engineering Education (SEEd) Standards | 6.MS-PS1-6 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Plan and conduct an experiment using exothermic and endothermic reactions to explain that the type and concentration of the reacting substances affects the amount of thermal energy released or absorbed. |
Engineering Wind Turbines | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Carry out an investigation which provides evidence that a change in an object's motion is dependent on the mass of the object and the sum of the forces acting on it. |
Mass and Motion | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Carry out an investigation which provides evidence that a change in an object's motion is dependent on the mass of the object and the sum of the forces acting on it. |
Engineering Wind Turbines | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects in a system. |
Mass and Motion | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects in a system. |
Engineering Meteoroid Shields | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects in a system. |
Light and Information Transfer | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct a model using observational evidence to describe the nature of fields existing between objects that exert forces on each other even though the objects are not in contact. |
Mechanical Waves and Energy | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct a model using observational evidence to describe the nature of fields existing between objects that exert forces on each other even though the objects are not in contact. |
Electric and Magnetic Interactions | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct a model using observational evidence to describe the nature of fields existing between objects that exert forces on each other even though the objects are not in contact. |
Magnetism and Energy | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct a model using observational evidence to describe the nature of fields existing between objects that exert forces on each other even though the objects are not in contact. |
Mass and Motion | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Construct a model using observational evidence to describe the nature of fields existing between objects that exert forces on each other even though the objects are not in contact. |
Engineering Meteoroid Shields | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct a model using observational evidence to describe the nature of fields existing between objects that exert forces on each other even though the objects are not in contact. |
Earth's Place in the Solar System | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct a model using observational evidence to describe the nature of fields existing between objects that exert forces on each other even though the objects are not in contact. |
Electric and Magnetic Interactions | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Collect and analyze data to determine the factors that affect the strength of electric and magnetic forces. |
Magnetism and Energy | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Collect and analyze data to determine the factors that affect the strength of electric and magnetic forces. |
Engineering Seismograph | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Engage in argument from evidence to support the claim that gravitational interactions within a system are attractive and dependent upon the masses of interacting objects. |
Earth-Sun-Moon System | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Engage in argument from evidence to support the claim that gravitational interactions within a system are attractive and dependent upon the masses of interacting objects. |
Earth's Place in the Solar System | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Engage in argument from evidence to support the claim that gravitational interactions within a system are attractive and dependent upon the masses of interacting objects. |
Engineering Meteoroid Shields | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Engage in argument from evidence to support the claim that gravitational interactions within a system are attractive and dependent upon the masses of interacting objects. |
Electric and Magnetic Interactions | UT | Utah Science With Engineering Education (SEEd) Standards | 7.1.5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Engage in argument from evidence to support the claim that gravitational interactions within a system are attractive and dependent upon the masses of interacting objects. |
Engineering Shoreline Barriers | UT | Utah Science With Engineering Education (SEEd) Standards | 7.2.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Ask questions to identify constraints of specific geologic hazards and evaluate competing design solutions for maintaining the stability of human engineered structures, such as homes, roads, and bridges. |
Animal Diversity | UT | Utah Science With Engineering Education (SEEd) Standards | 7.3.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Plan and carry out an investigation that provides evidence that the basic structures of living things are cells. Emphasize that cells can form single-celled or multicellular organisms, and multicellular organisms are made of different types of cells. |
DNA and Proteins | UT | Utah Science With Engineering Education (SEEd) Standards | 7.3.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Plan and carry out an investigation that provides evidence that the basic structures of living things are cells. Emphasize that cells can form single-celled or multicellular organisms, and multicellular organisms are made of different types of cells. |
Comparing Cells | UT | Utah Science With Engineering Education (SEEd) Standards | 7.3.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Plan and carry out an investigation that provides evidence that the basic structures of living things are cells. Emphasize that cells can form single-celled or multicellular organisms, and multicellular organisms are made of different types of cells. |
Cellular Respiration | UT | Utah Science With Engineering Education (SEEd) Standards | 7.3.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Plan and carry out an investigation that provides evidence that the basic structures of living things are cells. Emphasize that cells can form single-celled or multicellular organisms, and multicellular organisms are made of different types of cells. |
DNA and Mutations | UT | Utah Science With Engineering Education (SEEd) Standards | 7.3.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to describe the function of a cell in living systems and the way parts of cells contribute to cell function. Emphasize the cell as a system, including the interrelating roles of the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall. |
Comparing Cells | UT | Utah Science With Engineering Education (SEEd) Standards | 7.3.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop and use a model to describe the function of a cell in living systems and the way parts of cells contribute to cell function. Emphasize the cell as a system, including the interrelating roles of the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall. |
Cellular Respiration | UT | Utah Science With Engineering Education (SEEd) Standards | 7.3.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop and use a model to describe the function of a cell in living systems and the way parts of cells contribute to cell function. Emphasize the cell as a system, including the interrelating roles of the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall. |
Animal Diversity | UT | Utah Science With Engineering Education (SEEd) Standards | 7.3.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct an explanation using evidence to explain how body systems have various levels of organization. Emphasize that cells form tissues, tissues form organs, and organs form systems specialized for particular body functions. |
Reproduction | UT | Utah Science With Engineering Education (SEEd) Standards | 7.3.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct an explanation using evidence to explain how body systems have various levels of organization. Emphasize that cells form tissues, tissues form organs, and organs form systems specialized for particular body functions. |
Sucrose and Heart Rate | UT | Utah Science With Engineering Education (SEEd) Standards | 7.3.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct an explanation using evidence to explain how body systems have various levels of organization. Emphasize that cells form tissues, tissues form organs, and organs form systems specialized for particular body functions. |
Heredity and Traits | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to explain the effects that different types of reproduction have on genetic variation. Emphasize genetic variation through asexual and sexual reproduction. |
Natural Selection | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to explain the effects that different types of reproduction have on genetic variation. Emphasize genetic variation through asexual and sexual reproduction. |
Animal Diversity | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to explain the effects that different types of reproduction have on genetic variation. Emphasize genetic variation through asexual and sexual reproduction. |
DNA and Mutations | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to explain the effects that different types of reproduction have on genetic variation. Emphasize genetic variation through asexual and sexual reproduction. |
Reproduction | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to explain the effects that different types of reproduction have on genetic variation. Emphasize genetic variation through asexual and sexual reproduction. |
Heredity and Traits | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Obtain, evaluate, and communicate information about specific animal and plant adaptations and structures that affect the probability of successful reproduction. |
Natural Selection | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Obtain, evaluate, and communicate information about specific animal and plant adaptations and structures that affect the probability of successful reproduction. |
Animal Diversity | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Obtain, evaluate, and communicate information about specific animal and plant adaptations and structures that affect the probability of successful reproduction. |
DNA and Mutations | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Obtain, evaluate, and communicate information about specific animal and plant adaptations and structures that affect the probability of successful reproduction. |
Reproduction | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Obtain, evaluate, and communicate information about specific animal and plant adaptations and structures that affect the probability of successful reproduction. |
Heredity and Traits | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to describe why genetic mutations may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Emphasize the conceptual idea that changes to traits can happen because of genetic mutations. |
Natural Selection | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to describe why genetic mutations may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Emphasize the conceptual idea that changes to traits can happen because of genetic mutations. |
DNA and Proteins | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to describe why genetic mutations may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Emphasize the conceptual idea that changes to traits can happen because of genetic mutations. |
DNA and Mutations | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to describe why genetic mutations may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Emphasize the conceptual idea that changes to traits can happen because of genetic mutations. |
Natural Selection | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Obtain, evaluate, and communicate information about the technologies that have changed the way humans affect the inheritance of desired traits in organisms. Analyze data from tests or simulations to determine the best solution to achieve success in cultivating selected desired traits in organisms. |
Animal Diversity | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Obtain, evaluate, and communicate information about the technologies that have changed the way humans affect the inheritance of desired traits in organisms. Analyze data from tests or simulations to determine the best solution to achieve success in cultivating selected desired traits in organisms. |
DNA and Proteins | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Obtain, evaluate, and communicate information about the technologies that have changed the way humans affect the inheritance of desired traits in organisms. Analyze data from tests or simulations to determine the best solution to achieve success in cultivating selected desired traits in organisms. |
Heredity and Traits | UT | Utah Science With Engineering Education (SEEd) Standards | 7.4.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Obtain, evaluate, and communicate information about the technologies that have changed the way humans affect the inheritance of desired traits in organisms. Analyze data from tests or simulations to determine the best solution to achieve success in cultivating selected desired traits in organisms. |
DNA and Mutations | UT | Utah Science With Engineering Education (SEEd) Standards | 7.5.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct an explanation that describes how the genetic variation of traits in a population can affect some individuals' probability of surviving and reproducing in a specific environment. |
Reproduction | UT | Utah Science With Engineering Education (SEEd) Standards | 7.5.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct an explanation that describes how the genetic variation of traits in a population can affect some individuals' probability of surviving and reproducing in a specific environment. |
Animal Diversity | UT | Utah Science With Engineering Education (SEEd) Standards | 7.5.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth, under the assumption that natural laws operate today as in the past. |
Comparing Cells | UT | Utah Science With Engineering Education (SEEd) Standards | 7.5.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Construct explanations that describe the patterns of body structure similarities and differences within modern organisms and between ancient and modern organisms to infer possible evolutionary relationships. |
Animal Diversity | UT | Utah Science With Engineering Education (SEEd) Standards | 7.5.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct explanations that describe the patterns of body structure similarities and differences within modern organisms and between ancient and modern organisms to infer possible evolutionary relationships. |
Animal Diversity | UT | Utah Science With Engineering Education (SEEd) Standards | 7.5.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Analyze data to compare patterns in the embryological development across multiple species to identify similarities and differences not evident in the fully formed anatomy. |
The Rock Cycle | UT | Utah Science With Engineering Education (SEEd) Standards | 7.MS-ESS2-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
Mass and Heat Transfer | UT | Utah Science With Engineering Education (SEEd) Standards | 7.MS-PS3-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Apply scientific principles of energy and heat transfer to design, construct, and test a device to minimize or maximize thermal energy transfer. |
Mass and Heat Transfer | UT | Utah Science With Engineering Education (SEEd) Standards | 7.MS-PS3-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Conduct an investigation to determine the relationships among the energy transferred, how well the type of matter retains or radiates heat, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. |
Chemical Reactions (MA) | UT | Utah Science With Engineering Education (SEEd) Standards | 7.MS-PS3-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Present evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
Mass and Heat Transfer | UT | Utah Science With Engineering Education (SEEd) Standards | 7.MS-PS3-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Present evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
The Rock Cycle | UT | Utah Science With Engineering Education (SEEd) Standards | 7.MS-PS3-6 (MA) | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Use a model to explain how thermal energy is transferred out of hotter regions or objects and into colder ones by convection, conduction, and radiation. |
Mass and Heat Transfer | UT | Utah Science With Engineering Education (SEEd) Standards | 7.MS-PS3-6 (MA) | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Use a model to explain how thermal energy is transferred out of hotter regions or objects and into colder ones by convection, conduction, and radiation. |
Chemical Reactions (MA) | UT | Utah Science With Engineering Education (SEEd) Standards | 7.MS-PS3-7 (MA) | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Use informational text to describe the relationship between kinetic and potential energy and illustrate conversions from one form to another. |
Renewable Energy | UT | Utah Science With Engineering Education (SEEd) Standards | 7.MS-PS3-7 (MA) | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Use informational text to describe the relationship between kinetic and potential energy and illustrate conversions from one form to another. |
Chemical Reactions | UT | Utah Science With Engineering Education (SEEd) Standards | 8.1.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop a model to describe the scale and proportion of atoms and molecules. Emphasize developing atomic models of elements and their numbers of protons, neutrons, and electrons, as well as models of simple molecules. |
Polymer Structure and Function | UT | Utah Science With Engineering Education (SEEd) Standards | 8.1.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop a model to describe the scale and proportion of atoms and molecules. Emphasize developing atomic models of elements and their numbers of protons, neutrons, and electrons, as well as models of simple molecules. |
Polymer Structure and Function | UT | Utah Science With Engineering Education (SEEd) Standards | 8.1.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Obtain information about various properties of matter, evaluate how different materials' properties allow them to be used for particular functions in society, and communicate your findings. Emphasize general properties of matter. |
Chemical Reactions | UT | Utah Science With Engineering Education (SEEd) Standards | 8.1.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Plan and conduct an investigation and then analyze and interpret the data to identify patterns in changes in a substance's properties to determine whether a chemical reaction has occurred. |
Mass and Motion | UT | Utah Science With Engineering Education (SEEd) Standards | 8.1.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Obtain and evaluate information to describe how synthetic materials come from natural resources, what their functions are, and how society uses these new materials. |
Mass and Motion | UT | Utah Science With Engineering Education (SEEd) Standards | 8.1.5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop a model that uses computational thinking to illustrate cause and effect relationships in particle motion, temperature, density, and state of a pure substance when heat energy is added or removed. |
Chemical Reactions | UT | Utah Science With Engineering Education (SEEd) Standards | 8.1.5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop a model that uses computational thinking to illustrate cause and effect relationships in particle motion, temperature, density, and state of a pure substance when heat energy is added or removed. |
Chemical Reactions | UT | Utah Science With Engineering Education (SEEd) Standards | 8.1.6 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop a model to describe how the total number of atoms does not change in a chemical reaction, indicating that matter is conserved. |
Polymer Structure and Function | UT | Utah Science With Engineering Education (SEEd) Standards | 8.1.6 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop a model to describe how the total number of atoms does not change in a chemical reaction, indicating that matter is conserved. |
Engineering Seismograph | UT | Utah Science With Engineering Education (SEEd) Standards | 8.1.7 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Design, construct, and test a device that can affect the rate of a phase change. Compare and identify the best characteristics of competing devices and modify them based on data analysis to improve the device to better meet the criteria for success. |
Engineering Wind Turbines | UT | Utah Science With Engineering Education (SEEd) Standards | 8.1.7 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Design, construct, and test a device that can affect the rate of a phase change. Compare and identify the best characteristics of competing devices and modify them based on data analysis to improve the device to better meet the criteria for success. |
Engineering Greenhouses | UT | Utah Science With Engineering Education (SEEd) Standards | 8.1.7 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Design, construct, and test a device that can affect the rate of a phase change. Compare and identify the best characteristics of competing devices and modify them based on data analysis to improve the device to better meet the criteria for success. |
Engineering Shoreline Barriers | UT | Utah Science With Engineering Education (SEEd) Standards | 8.1.7 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Design, construct, and test a device that can affect the rate of a phase change. Compare and identify the best characteristics of competing devices and modify them based on data analysis to improve the device to better meet the criteria for success. |
Engineering Meteoroid Shields | UT | Utah Science With Engineering Education (SEEd) Standards | 8.1.7 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Design, construct, and test a device that can affect the rate of a phase change. Compare and identify the best characteristics of competing devices and modify them based on data analysis to improve the device to better meet the criteria for success. |
Mass and Motion | UT | Utah Science With Engineering Education (SEEd) Standards | 8.2.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Use computational thinking to analyze data about the relationship between the mass and speed of objects and the relative amount of kinetic energy of the objects. Emphasis should be on the quantity of mass and relative speed to the observable effects of the kinetic energy. |
Engineering Wind Turbines | UT | Utah Science With Engineering Education (SEEd) Standards | 8.2.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Ask questions about how the amount of potential energy varies as distance within the system changes. Plan and conduct an investigation to answer a question about potential energy. |
Magnetism and Energy | UT | Utah Science With Engineering Education (SEEd) Standards | 8.2.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Ask questions about how the amount of potential energy varies as distance within the system changes. Plan and conduct an investigation to answer a question about potential energy. |
Magnetism and Energy | UT | Utah Science With Engineering Education (SEEd) Standards | 8.2.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Engage in argument to identify the strongest evidence that supports the claim that the kinetic energy of an object changes as energy is transferred to or from the object. |
Engineering Wind Turbines | UT | Utah Science With Engineering Education (SEEd) Standards | 8.2.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Engage in argument to identify the strongest evidence that supports the claim that the kinetic energy of an object changes as energy is transferred to or from the object. |
Mass and Motion | UT | Utah Science With Engineering Education (SEEd) Standards | 8.2.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Engage in argument to identify the strongest evidence that supports the claim that the kinetic energy of an object changes as energy is transferred to or from the object. |
Light and Information Transfer | UT | Utah Science With Engineering Education (SEEd) Standards | 8.2.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Use computational thinking to describe a simple model for waves that shows the pattern of wave amplitude being related to wave energy. Emphasize describing waves with both quantitative and qualitative thinking. |
Engineering Seismograph | UT | Utah Science With Engineering Education (SEEd) Standards | 8.2.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Use computational thinking to describe a simple model for waves that shows the pattern of wave amplitude being related to wave energy. Emphasize describing waves with both quantitative and qualitative thinking. |
Mechanical Waves and Energy | UT | Utah Science With Engineering Education (SEEd) Standards | 8.2.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Use computational thinking to describe a simple model for waves that shows the pattern of wave amplitude being related to wave energy. Emphasize describing waves with both quantitative and qualitative thinking. |
Engineering Seismograph | UT | Utah Science With Engineering Education (SEEd) Standards | 8.2.5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop and use a model to describe the structure of waves and how they are reflected, absorbed, or transmitted through various materials. Emphasize both light and mechanical waves. |
Light and Information Transfer | UT | Utah Science With Engineering Education (SEEd) Standards | 8.2.5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to describe the structure of waves and how they are reflected, absorbed, or transmitted through various materials. Emphasize both light and mechanical waves. |
Mechanical Waves and Energy | UT | Utah Science With Engineering Education (SEEd) Standards | 8.2.5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to describe the structure of waves and how they are reflected, absorbed, or transmitted through various materials. Emphasize both light and mechanical waves. |
Light and Information Transfer | UT | Utah Science With Engineering Education (SEEd) Standards | 8.2.6 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Obtain and evaluate information to communicate the claim that the structure of digital signals are a more reliable way to store or transmit information than analog signals. Emphasize the basic understanding that waves can be used for communication purposes. |
Food Webs | UT | Utah Science With Engineering Education (SEEd) Standards | 8.3.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Plan and conduct an investigation and use the evidence to construct an explanation of how photosynthetic organisms use energy to transform matter. Emphasize molecular and energy transformations during photosynthesis. |
Cellular Respiration | UT | Utah Science With Engineering Education (SEEd) Standards | 8.3.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Plan and conduct an investigation and use the evidence to construct an explanation of how photosynthetic organisms use energy to transform matter. Emphasize molecular and energy transformations during photosynthesis. |
Photosynthesis and Oil Spills | UT | Utah Science With Engineering Education (SEEd) Standards | 8.3.1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Plan and conduct an investigation and use the evidence to construct an explanation of how photosynthetic organisms use energy to transform matter. Emphasize molecular and energy transformations during photosynthesis. |
Sucrose and Heart Rate | UT | Utah Science With Engineering Education (SEEd) Standards | 8.3.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop a model to describe how food is changed through chemical reactions to form new molecules that support growth and/or release energy as matter cycles through an organism. Emphasize describing that during cellular respiration molecules are broken apart and rearranged into new molecules, and that this process releases energy. |
Chemical Reactions | UT | Utah Science With Engineering Education (SEEd) Standards | 8.3.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop a model to describe how food is changed through chemical reactions to form new molecules that support growth and/or release energy as matter cycles through an organism. Emphasize describing that during cellular respiration molecules are broken apart and rearranged into new molecules, and that this process releases energy. |
Cellular Respiration | UT | Utah Science With Engineering Education (SEEd) Standards | 8.3.2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop a model to describe how food is changed through chemical reactions to form new molecules that support growth and/or release energy as matter cycles through an organism. Emphasize describing that during cellular respiration molecules are broken apart and rearranged into new molecules, and that this process releases energy. |
Photosynthesis and Oil Spills | UT | Utah Science With Engineering Education (SEEd) Standards | 8.3.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Ask questions to obtain, evaluate, and communicate information about how changes to an ecosystem affect the stability of cycling matter and the flow of energy among living and nonliving parts of an ecosystem. Emphasize describing the cycling of matter and flow of energy through the carbon cycle. |
Engineering Greenhouses | UT | Utah Science With Engineering Education (SEEd) Standards | 8.4.3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Design a solution to monitor or mitigate the potential effects of the use of natural resources. Evaluate competing design solutions using a systematic process to determine how well each solution meets the criteria and constraints of the problem. |
Greenhouse Effect | UT | Utah Science With Engineering Education (SEEd) Standards | 8.4.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Analyze and interpret data on the factors that change global temperatures and their effects on regional climates |
Convection and Weather | UT | Utah Science With Engineering Education (SEEd) Standards | 8.4.4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Analyze and interpret data on the factors that change global temperatures and their effects on regional climates. |
Engineering Shoreline Barriers | UT | Utah Science With Engineering Education (SEEd) Standards | 8.4.5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Analyze and interpret patterns of the occurrence of natural hazards to forecast future catastrophic events and investigate how data are used to develop technologies to mitigate their effects. |
The Rock Cycle | UT | Utah Science With Engineering Education (SEEd) Standards | 8.MS-ESS2-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Use a model to illustrate that energy from the Earth’s interior drives convection which cycles Earth’s crust leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean seafloor at ridges, submergence of ocean seafloor at trenches, mountain building, and active volcanic chains. |
Mass and Heat Transfer | UT | Utah Science With Engineering Education (SEEd) Standards | 8.MS-ESS2-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Use a model to illustrate that energy from the Earth’s interior drives convection which cycles Earth’s crust leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean seafloor at ridges, submergence of ocean seafloor at trenches, mountain building, and active volcanic chains. |
Natural Resources | UT | Utah Science With Engineering Education (SEEd) Standards | 8.MS-ESS3-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Analyze and interpret data to explain that the Earth’s mineral and fossil fuel resources are unevenly distributed as a result of geologic processes. |
Manufacturing Processes | UT | Utah Science With Engineering Education (SEEd) Standards | 8.MS-ETS2-4 (MA) | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Use informational text to illustrate that materials maintain their composition under various kinds of physical processing; however, some material properties may change if a process changes the particulate structure of a material. |
Manufacturing Processes | UT | Utah Science With Engineering Education (SEEd) Standards | 8.MS-ETS2-5 (MA) | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Present information that illustrates how a product can be created using basic processes in manufacturing systems, including forming, separating, conditioning, assembling, finishing, quality control, and safety. Compare the advantages and disadvantages of human vs. computer control of these processes. |
Chemical Reactions (MA) | UT | Utah Science With Engineering Education (SEEd) Standards | 8.MS-PS1-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop a model to describe that (a) atoms combine in a multitude of ways to produce pure substances which make up all of the living and nonliving things that we encounter, (b) atoms form molecules and compounds that range in size from two to thousands of atoms, and (c) mixtures are composed of different proportions of pure substances. |
The Rock Cycle | UT | Utah Science With Engineering Education (SEEd) Standards | 8.MS-PS1-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop a model to describe that (a) atoms combine in a multitude of ways to produce pure substances which make up all of the living and nonliving things that we encounter, (b) atoms form molecules and compounds that range in size from two to thousands of atoms, and (c) mixtures are composed of different proportions of pure substances. |
Natural Resources | UT | Utah Science With Engineering Education (SEEd) Standards | 8.MS-PS1-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop a model to describe that (a) atoms combine in a multitude of ways to produce pure substances which make up all of the living and nonliving things that we encounter, (b) atoms form molecules and compounds that range in size from two to thousands of atoms, and (c) mixtures are composed of different proportions of pure substances. |
Renewable Energy | UT | Utah Science With Engineering Education (SEEd) Standards | 8.MS-PS1-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop a model to describe that (a) atoms combine in a multitude of ways to produce pure substances which make up all of the living and nonliving things that we encounter, (b) atoms form molecules and compounds that range in size from two to thousands of atoms, and (c) mixtures are composed of different proportions of pure substances. |
Chemical Reactions (MA) | UT | Utah Science With Engineering Education (SEEd) Standards | 8.MS-PS1-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |
Renewable Energy | UT | Utah Science With Engineering Education (SEEd) Standards | 8.MS-PS1-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |
Chemical Reactions (MA) | UT | Utah Science With Engineering Education (SEEd) Standards | 8.MS-PS1-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed. |
Mass and Heat Transfer | UT | Utah Science With Engineering Education (SEEd) Standards | 8.MS-PS1-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed. |
Chemical Reactions (MA) | UT | Utah Science With Engineering Education (SEEd) Standards | 8.MS-PS1-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Use a model to explain that atoms are rearranged during a chemical reaction to form new substances with new properties. Explain that the atoms present in the reactants are all present in the products and thus the total number of atoms is conserved. |
The Rock Cycle | UT | Utah Science With Engineering Education (SEEd) Standards | 8.MS-PS1-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Use a model to explain that atoms are rearranged during a chemical reaction to form new substances with new properties. Explain that the atoms present in the reactants are all present in the products and thus the total number of atoms is conserved. |
Renewable Energy | UT | Utah Science With Engineering Education (SEEd) Standards | 8.MS-PS1-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Use a model to explain that atoms are rearranged during a chemical reaction to form new substances with new properties. Explain that the atoms present in the reactants are all present in the products and thus the total number of atoms is conserved. |
Develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
Develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
Develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
Develop and use a model to describe the role of gravity and inertia in orbital motions of objects in our solar system.
Use computational thinking to analyze data and determine the scale and properties of objects in the solar system.
Develop models to show that molecules are made of different kinds, proportions, and quantities of atoms. Emphasize understanding that there are differences between atoms and molecules, and that certain combinations of atoms form specific molecules.
Develop models to show that molecules are made of different kinds, proportions, and quantities of atoms. Emphasize understanding that there are differences between atoms and molecules, and that certain combinations of atoms form specific molecules.
Design an object, tool, or process that minimizes or maximizes heat energy transfer. Identify criteria and constraints, develop a prototype for iterative testing, analyze data from testing, and propose modifications for optimizing the design solution.
Design an object, tool, or process that minimizes or maximizes heat energy transfer. Identify criteria and constraints, develop a prototype for iterative testing, analyze data from testing, and propose modifications for optimizing the design solution.
Develop a model to describe how the cycling of water through Earth's systems is driven by energy from the Sun, gravitational forces, and density.
Develop a model to describe how the cycling of water through Earth's systems is driven by energy from the Sun, gravitational forces, and density.
Develop and use a model to show how unequal heating of the Earth's systems causes patterns of atmospheric and oceanic circulation that determine regional climates. Emphasize how warm water and air move from the equator toward the poles.
Analyze data to provide evidence for the effects of resource availability on organisms and populations in an ecosystem. Ask questions to predict how changes in resource availability affects organisms in those ecosystems.
Analyze data to provide evidence for the effects of resource availability on organisms and populations in an ecosystem. Ask questions to predict how changes in resource availability affects organisms in those ecosystems.
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasize consistent interactions in different environments such as competition, predation, and mutualism.
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasize consistent interactions in different environments such as competition, predation, and mutualism.
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasize consistent interactions in different environments such as competition, predation, and mutualism.
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Emphasize food webs and the role of producers, consumers, and decomposers in various ecosystems.
Construct an argument supported by evidence that the stability of populations is affected by changes to an ecosystem. Emphasize how changes to living and nonliving components in an ecosystem affect populations in that ecosystem.
Construct an argument supported by evidence that the stability of populations is affected by changes to an ecosystem. Emphasize how changes to living and nonliving components in an ecosystem affect populations in that ecosystem.
Evaluate competing design solutions for preserving ecosystem services that protect resources and biodiversity based on how well the solutions maintain stability within the ecosystem. Emphasize obtaining, evaluating, and communicating information of differing design solutions.
Evaluate competing design solutions for preserving ecosystem services that protect resources and biodiversity based on how well the solutions maintain stability within the ecosystem. Emphasize obtaining, evaluating, and communicating information of differing design solutions.
Carry out an investigation which provides evidence that a change in an object's motion is dependent on the mass of the object and the sum of the forces acting on it.
Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects in a system.
Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects in a system.
Construct a model using observational evidence to describe the nature of fields existing between objects that exert forces on each other even though the objects are not in contact.
Construct a model using observational evidence to describe the nature of fields existing between objects that exert forces on each other even though the objects are not in contact.
Construct a model using observational evidence to describe the nature of fields existing between objects that exert forces on each other even though the objects are not in contact.
Construct a model using observational evidence to describe the nature of fields existing between objects that exert forces on each other even though the objects are not in contact.
Construct a model using observational evidence to describe the nature of fields existing between objects that exert forces on each other even though the objects are not in contact.
Construct a model using observational evidence to describe the nature of fields existing between objects that exert forces on each other even though the objects are not in contact.
Collect and analyze data to determine the factors that affect the strength of electric and magnetic forces.
Collect and analyze data to determine the factors that affect the strength of electric and magnetic forces.
Engage in argument from evidence to support the claim that gravitational interactions within a system are attractive and dependent upon the masses of interacting objects.
Engage in argument from evidence to support the claim that gravitational interactions within a system are attractive and dependent upon the masses of interacting objects.
Engage in argument from evidence to support the claim that gravitational interactions within a system are attractive and dependent upon the masses of interacting objects.
Engage in argument from evidence to support the claim that gravitational interactions within a system are attractive and dependent upon the masses of interacting objects.
Engage in argument from evidence to support the claim that gravitational interactions within a system are attractive and dependent upon the masses of interacting objects.
Ask questions to identify constraints of specific geologic hazards and evaluate competing design solutions for maintaining the stability of human engineered structures, such as homes, roads, and bridges.
Plan and carry out an investigation that provides evidence that the basic structures of living things are cells. Emphasize that cells can form single-celled or multicellular organisms, and multicellular organisms are made of different types of cells.
Plan and carry out an investigation that provides evidence that the basic structures of living things are cells. Emphasize that cells can form single-celled or multicellular organisms, and multicellular organisms are made of different types of cells.
Plan and carry out an investigation that provides evidence that the basic structures of living things are cells. Emphasize that cells can form single-celled or multicellular organisms, and multicellular organisms are made of different types of cells.
Develop and use a model to describe the function of a cell in living systems and the way parts of cells contribute to cell function. Emphasize the cell as a system, including the interrelating roles of the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.
Construct an explanation using evidence to explain how body systems have various levels of organization. Emphasize that cells form tissues, tissues form organs, and organs form systems specialized for particular body functions.
Construct an explanation using evidence to explain how body systems have various levels of organization. Emphasize that cells form tissues, tissues form organs, and organs form systems specialized for particular body functions.
Construct an explanation using evidence to explain how body systems have various levels of organization. Emphasize that cells form tissues, tissues form organs, and organs form systems specialized for particular body functions.
Develop and use a model to explain the effects that different types of reproduction have on genetic variation. Emphasize genetic variation through asexual and sexual reproduction.
Develop and use a model to explain the effects that different types of reproduction have on genetic variation. Emphasize genetic variation through asexual and sexual reproduction.
Develop and use a model to explain the effects that different types of reproduction have on genetic variation. Emphasize genetic variation through asexual and sexual reproduction.
Develop and use a model to explain the effects that different types of reproduction have on genetic variation. Emphasize genetic variation through asexual and sexual reproduction.
Develop and use a model to explain the effects that different types of reproduction have on genetic variation. Emphasize genetic variation through asexual and sexual reproduction.
Obtain, evaluate, and communicate information about specific animal and plant adaptations and structures that affect the probability of successful reproduction.
Obtain, evaluate, and communicate information about specific animal and plant adaptations and structures that affect the probability of successful reproduction.
Obtain, evaluate, and communicate information about specific animal and plant adaptations and structures that affect the probability of successful reproduction.
Obtain, evaluate, and communicate information about specific animal and plant adaptations and structures that affect the probability of successful reproduction.
Obtain, evaluate, and communicate information about specific animal and plant adaptations and structures that affect the probability of successful reproduction.
Develop and use a model to describe why genetic mutations may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Emphasize the conceptual idea that changes to traits can happen because of genetic mutations.
Develop and use a model to describe why genetic mutations may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Emphasize the conceptual idea that changes to traits can happen because of genetic mutations.
Develop and use a model to describe why genetic mutations may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Emphasize the conceptual idea that changes to traits can happen because of genetic mutations.
Develop and use a model to describe why genetic mutations may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Emphasize the conceptual idea that changes to traits can happen because of genetic mutations.
Obtain, evaluate, and communicate information about the technologies that have changed the way humans affect the inheritance of desired traits in organisms. Analyze data from tests or simulations to determine the best solution to achieve success in cultivating selected desired traits in organisms.
Obtain, evaluate, and communicate information about the technologies that have changed the way humans affect the inheritance of desired traits in organisms. Analyze data from tests or simulations to determine the best solution to achieve success in cultivating selected desired traits in organisms.
Obtain, evaluate, and communicate information about the technologies that have changed the way humans affect the inheritance of desired traits in organisms. Analyze data from tests or simulations to determine the best solution to achieve success in cultivating selected desired traits in organisms.
Obtain, evaluate, and communicate information about the technologies that have changed the way humans affect the inheritance of desired traits in organisms. Analyze data from tests or simulations to determine the best solution to achieve success in cultivating selected desired traits in organisms.
Construct an explanation that describes how the genetic variation of traits in a population can affect some individuals' probability of surviving and reproducing in a specific environment.
Construct an explanation that describes how the genetic variation of traits in a population can affect some individuals' probability of surviving and reproducing in a specific environment.
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth, under the assumption that natural laws operate today as in the past.
Construct explanations that describe the patterns of body structure similarities and differences within modern organisms and between ancient and modern organisms to infer possible evolutionary relationships.
Analyze data to compare patterns in the embryological development across multiple species to identify similarities and differences not evident in the fully formed anatomy.
Develop a model to describe the scale and proportion of atoms and molecules. Emphasize developing atomic models of elements and their numbers of protons, neutrons, and electrons, as well as models of simple molecules.
Develop a model to describe the scale and proportion of atoms and molecules. Emphasize developing atomic models of elements and their numbers of protons, neutrons, and electrons, as well as models of simple molecules.
Obtain information about various properties of matter, evaluate how different materials' properties allow them to be used for particular functions in society, and communicate your findings. Emphasize general properties of matter.
Plan and conduct an investigation and then analyze and interpret the data to identify patterns in changes in a substance's properties to determine whether a chemical reaction has occurred.
Develop a model that uses computational thinking to illustrate cause and effect relationships in particle motion, temperature, density, and state of a pure substance when heat energy is added or removed.
Develop a model to describe how the total number of atoms does not change in a chemical reaction, indicating that matter is conserved.
Develop a model to describe how the total number of atoms does not change in a chemical reaction, indicating that matter is conserved.
Design, construct, and test a device that can affect the rate of a phase change. Compare and identify the best characteristics of competing devices and modify them based on data analysis to improve the device to better meet the criteria for success.
Design, construct, and test a device that can affect the rate of a phase change. Compare and identify the best characteristics of competing devices and modify them based on data analysis to improve the device to better meet the criteria for success.
Design, construct, and test a device that can affect the rate of a phase change. Compare and identify the best characteristics of competing devices and modify them based on data analysis to improve the device to better meet the criteria for success.
Design, construct, and test a device that can affect the rate of a phase change. Compare and identify the best characteristics of competing devices and modify them based on data analysis to improve the device to better meet the criteria for success.
Ask questions about how the amount of potential energy varies as distance within the system changes. Plan and conduct an investigation to answer a question about potential energy.
Ask questions about how the amount of potential energy varies as distance within the system changes. Plan and conduct an investigation to answer a question about potential energy.
Engage in argument to identify the strongest evidence that supports the claim that the kinetic energy of an object changes as energy is transferred to or from the object.
Engage in argument to identify the strongest evidence that supports the claim that the kinetic energy of an object changes as energy is transferred to or from the object.
Use computational thinking to describe a simple model for waves that shows the pattern of wave amplitude being related to wave energy. Emphasize describing waves with both quantitative and qualitative thinking.
Use computational thinking to describe a simple model for waves that shows the pattern of wave amplitude being related to wave energy. Emphasize describing waves with both quantitative and qualitative thinking.
Use computational thinking to describe a simple model for waves that shows the pattern of wave amplitude being related to wave energy. Emphasize describing waves with both quantitative and qualitative thinking.
Develop and use a model to describe the structure of waves and how they are reflected, absorbed, or transmitted through various materials. Emphasize both light and mechanical waves.
Develop and use a model to describe the structure of waves and how they are reflected, absorbed, or transmitted through various materials. Emphasize both light and mechanical waves.
Obtain and evaluate information to communicate the claim that the structure of digital signals are a more reliable way to store or transmit information than analog signals. Emphasize the basic understanding that waves can be used for communication purposes.
Plan and conduct an investigation and use the evidence to construct an explanation of how photosynthetic organisms use energy to transform matter. Emphasize molecular and energy transformations during photosynthesis.
Plan and conduct an investigation and use the evidence to construct an explanation of how photosynthetic organisms use energy to transform matter. Emphasize molecular and energy transformations during photosynthesis.
Develop a model to describe how food is changed through chemical reactions to form new molecules that support growth and/or release energy as matter cycles through an organism. Emphasize describing that during cellular respiration molecules are broken apart and rearranged into new molecules, and that this process releases energy.
Ask questions to obtain, evaluate, and communicate information about how changes to an ecosystem affect the stability of cycling matter and the flow of energy among living and nonliving parts of an ecosystem. Emphasize describing the cycling of matter and flow of energy through the carbon cycle.
Analyze and interpret patterns of the occurrence of natural hazards to forecast future catastrophic events and investigate how data are used to develop technologies to mitigate their effects.
Standards citation: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.