To create a custom lesson, click on the check boxes of the files you’d like to add to your
lesson and then click on the Build-A-Lesson button at the top. Click on the resource title to View, Edit, or Assign it.
UT.CC.RST.6-8.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
Integration of Knowledge and Ideas
RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
WHST.6-8.2(a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when usefu
6.6. Intended Learning Outcome: Understand the Nature of Science.
6.6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'
6.I.1.c. Use observable evidence to explain the movement of the moon around Earth in relationship to Earth turning on its axis and the position of the moon changing in the sky.
6.II.2.b. Compare the hours of daylight and illustrate the angle that the sun's rays strikes the surface of Earth during summer, fall, winter, and spring in the Northern Hemisphere.
6.II.2.d. Use a drawing and/or model to explain that changes in the angle at which light from the sun strikes Earth, and the length of daylight, determine seasonal differences in the amount of energy received.
6.III.2.b. Describe the role of computers in understanding the solar system (e.g., collecting and interpreting data from observations, predicting motion of objects, operating space probes).
6.III.2.c. Relate science's understanding of the solar system to the technology used to investigate it.
Quiz, Flash Cards, Worksheet, Game & Study GuideThe solar system
6.IV. Students will understand the scale of size, distance between objects, movement, and apparent motion (due to Earth's rotation) of objects in the universe and how cultures have understood, related to and used these objects in the night sky.
6.IV.1. Compare the size and distance of objects within systems in the universe.
6.IV.1.b. Compare distances between objects in the solar system.
6.V.1.b. Compare characteristics common in observed organisms (e.g., color, movement, appendages, shape) and infer their function (e.g., green color found in organisms that are producers, appendages help movement).
6.V.2.c. Plan and carry out an investigation on microorganisms. (Note: Teacher must examine plans and procedures to assure the safety of students; for additional information, you may wish to read microbe safety information on Utah Science Home Page.)
6.V.3. Identify positive and negative effects of microorganisms and how science has developed positive uses for some microorganisms and overcome the negative effects of others.
6.V.3.a. Describe in writing how microorganisms serve as decomposers in the environment.
6.V.3.b. Identify how microorganisms are used as food or in the production of food (e.g., yeast helps bread rise, fungi flavor cheese, algae are used in ice cream, bacteria are used to make cheese and yogurt).
6.V.3.c. Identify helpful uses of microorganisms (e.g., clean up oil spills, purify water, digest food in digestive tract, antibiotics) and the role of science in the development of understanding that led to positive uses (i.e., Pasteur established the existence,
6.V.3.d. Relate several diseases caused by microorganisms to the organism causing the disease (e.g., athlete's foot -fungi, streptococcus throat -bacteria, giardia -protozoa).
6.V.3.e. Observe and report on microorganisms' harmful effects on food (e.g., causes fruits and vegetables to rot, destroys food bearing plants, makes milk sour).
6.VI.1.d. Observe and describe, with the use of models, heat energy being transferred through a fluid medium (liquid and/or gas) by convection currents.
UT.SEEd.6.Science with Engineering Education (SEEd)
Science with Engineering Education (SEEd)
SEEd.6.1. STRUCTURE AND MOTION WITHIN THE SOLAR SYSTEM
The solar system consists of the Sun, planets, and other objects within Sun’s gravitational influence. Gravity is the force of attraction between masses. The Sun-Earth-Moon system provides an opportunity to study interactions between objects in the solar
SEEd.6.1.1. 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. Examples of models could be physical, graphical, or conceptual.
Quiz, Flash Cards, Worksheet, Game & Study GuideThe solar system
SEEd.6.1.3. Use computational thinking to analyze data and determine the scale and properties of objects in the solar system. Examples of scale could include size and distance. Examples of properties could include layers, temperature, surface features, and orbital ra
Quiz, Flash Cards, Worksheet, Game & Study GuideThe solar system
SEEd.6.2. ENERGY AFFECTS MATTER
Matter and energy are fundamental components of the universe. Matter is anything that has mass and takes up space. Transfer of energy creates change in matter. Changes between general states of matter can occur through the transfer of energy. Density desc
SEEd.6.2.1. 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. Example
SEEd.6.2.2. Develop a model to predict the effect of heat energy on states of matter and density. Emphasize the arrangement of particles in states of matter (solid, liquid, or gas) and during phase changes (melting, freezing, condensing, and evaporating).
SEEd.6.2.3. Plan and carry out an investigation to determine the relationship between temperature, the amount of heat transferred, and the change of average particle motion in various types or amounts of matter. Emphasize recording and evaluating data, and communicat
SEEd.6.2.4. 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. Emp
All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. Heat energy from the Sun, transmitted by radiation, is the primary source of energy that affects Earth’s weather and drives the water cycle. Une
SEEd.6.3.1. 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.
SEEd.6.3.2. 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. Examples of d
SEEd.6.3.3. 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. Examples of models
SEEd.6.3.4. 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. Examples could include comparisons between Earth and other planets such as Venus and Mars.
The study of ecosystems includes the interaction of organisms with each other and with the physical environment. Consistent interactions occur within and between species in various ecosystems as organisms obtain resources, change the environment, and are
SEEd.6.4.2. 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.
SEEd.6.4.3. 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. Examples could include Utah ecosystems
SEEd.6.4.4. 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. Examples could include Uta