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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
8.1.d. Select the appropriate instrument; measure, calculate, and record in metric units, length, volume, temperature and mass, to the accuracy of instruments used.
8.1.e. When given a problem, plan and conduct experiments in which they: Form research questions; Discuss possible outcomes of investigations; Identify variables; Collect data on the dependent variable(s); Select appropriate format (e.g., graph, chart, diagram)
8.6.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.'
8.6.d. Understand that science conclusions are tentative and therefore never final. Understandings based upon these conclusions are subject to revision in light of new evidence.
8.6.e. Understand that scientific conclusions are based on the assumption that natural laws operate today as they did in the past and that they will continue to do so in the future.
8.I.1.b. Classify substances based on their chemical and physical properties (e.g., reacts with water, does not react with water, flammable or nonflammable, hard or soft, flexible or nonflexible, evaporates or melts at room temperature).
8.I.2.d. Investigate the effects of chemical change on physical properties of substances (e.g., cooking a raw egg, iron rusting, polymerization of a resin).
8.I.3. Investigate and measure the effects of increasing or decreasing the amount of energy in a physical or chemical change, and relate the kind of energy added to the motion of the particles.
8.I.3.a. Identify the kinds of energy (e.g., heat, light, sound) given off or taken in when a substance undergoes a chemical or physical change.
8.I.3.d. Cite evidence showing that heat may be given off or taken in during a chemical change (e.g., striking a match, mixing vinegar and antacid, mixing ammonium chloride and water).
8.I.4. Identify the observable features of chemical reactions.
8.I.4.a. Identify the reactants and products in a given chemical change and describe the presence of the same atoms in both the reactants and products.
8.I.4.c. Demonstrate that mass is conserved in a chemical reaction (e.g., mix two solutions that result in a color change or formation of a precipitate and weigh the solutions before and after mixing).
8.II. Students will understand that energy from sunlight is changed to chemical energy in plants, transfers between living organisms, and that changing the environment may alter the amount of energy provided to living organisms.
8.II.1. Compare ways that plants and animals obtain and use energy.
8.II.1.a. Recognize the importance of photosynthesis in using light energy as part of the chemical process that builds plant materials.
8.II.1.c. Trace the path of energy from the sun to mechanical energy in an organism (e.g., sunlight - light energy to plants by photosynthesis to sugars - stored chemical energy to respiration in muscle cell - usable chemical energy to muscle contraction- mechanica
8.II.2. Generalize the dependent relationships between organisms.
8.II.2.a. Categorize the relationships between organisms (i.e., producer/consumer/decomposer, predator/prey, mutualism/parasitism) and provide examples of each.
8.II.2.c. Formulate and test a hypothesis on the effects of air, temperature, water, or light on plants (e.g., seed germination, growth rates, seasonal adaptations).
8.II.3. Analyze human influence on the capacity of an environment to sustain living things.
8.II.3.a. Describe specific examples of how humans have changed the capacity of an environment to support specific life forms (e.g., people create wetlands and nesting boxes that increase the number and range of wood ducks, acid rain damages amphibian eggs and redu
8.II.3.d. Evaluate and present arguments for and against allowing a specific species of plant or animal to become extinct, and relate the argument to the of flow energy in an ecosystem.
8.III.4.b. Describe how earthquakes and volcanoes transfer energy from Earth's interior to the surface (e.g., seismic waves transfer mechanical energy, flowing magma transfers heat and mechanical energy).
8.III.4.d. Investigate and report possible reasons why the best engineering or ecological practices are not always followed in making decisions about building roads, dams, and other structures.
8.IV.4.d. Investigate and report the response of various organisms to changes in energy (e.g., plant response to light, human response to motion, sound, light, insects' response to changes in light intensity).
8.IV.4.e. Investigate and describe how engineers have developed devices to help us sense various types of energy (e.g., seismographs, eyeglasses, telescopes, hearing aids).
UT.SEEd.8.Science with Engineering Education (SEEd)
Science with Engineering Education (SEEd)
SEEd.8.1. MATTER AND ENERGY INTERACT IN THE PHYSICAL WORLD
The physical world is made of atoms and molecules. Even large objects can be viewed as a combination of small particles. Energy causes particles to move and interact physically or chemically. Those interactions create a variety of substances. As molecules
SEEd.8.1.1. 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. Topics like valence electrons, bond e
SEEd.8.1.2. 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. Examples could include co
SEEd.8.1.3. 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. Examples could include changes in properties such as color, densit
SEEd.8.1.5. 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. Emphasize molecular-level models of solids, liquids
SEEd.8.1.6. Develop a model to describe how the total number of atoms does not change in a chemical reaction, indicating that matter is conserved. Emphasize demonstrations of an understanding of the law of conservation of matter. Balancing equations and stoichiometry
SEEd.8.1.7. 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.
SEEd.8.2. ENERGY IS STORED AND TRANSFERRED IN PHYSICAL SYSTEMS
Objects can store and transfer energy within systems. Energy can be transferred between objects, which involves changes in the object’s energy. There is a direct relationship between an object’s energy, mass, and velocity. Energy can travel in waves and m
SEEd.8.2.1. 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 th
SEEd.8.2.2. 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. Emphasize comparing relative amounts of energy. Examples could include a ca
SEEd.8.2.3. 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. Examples could include observing temperature changes as a result of friction, applyi
SEEd.8.2.4. 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. Examples could include using graphs, charts,
SEEd.8.2.5. 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. Examples could include drawings, simulations, and written descriptions of
SEEd.8.2.6. 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 purpose
SEEd.8.3. LIFE SYSTEMS STORE AND TRANSFER MATTER AND ENERGY
Living things use energy from their environment to rearrange matter to sustain life. Photosynthetic organisms are able to transfer light energy to chemical energy. Consumers can break down complex food molecules to utilize the stored energy and use the pa
SEEd.8.3.1. 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.
SEEd.8.3.2. 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. Emphasis is on describing that during cellular respiration molecules are broke
SEEd.8.3.3. 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
SEEd.8.4. INTERACTIONS WITH NATURAL SYSTEMS AND RESOURCES
Interactions of matter and energy through geologic processes have led to the uneven distribution of natural resources. Many of these resources are nonrenewable, and per-capita use can cause positive or negative consequences. Global temperatures change due
SEEd.8.4.1. Construct a scientific explanation based on evidence that shows that the uneven distribution of Earth’s mineral, energy, and groundwater resources is caused by geological processes. Examples of uneven distribution of resources could include Utah’s unique
SEEd.8.4.2. Engage in argument supported by evidence about the effect of per-capita consumption of natural resources on Earth’s systems. Emphasize that these resources are limited and may be non-renewable. Examples of evidence include rates of consumption of food and
SEEd.8.4.3. 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. Examples
SEEd.8.4.4. Analyze and interpret data on the factors that change global temperatures and their effects on regional climates. Examples of factors could include agricultural activity, changes in solar radiation, fossil fuel use, and volcanic activity. Examples of data
SEEd.8.4.5. 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. Emphasize how some natural hazards, such as volcanic eruptions