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UT.1.Intended Learning Outcome: Use Science Process and Thinking Skills.
Intended Learning Outcome: Use Science Process and Thinking Skills.
1.a. Observe objects and events for patterns and record both qualitative and quantitative information.
1.b. Sort and sequence data according to a given criterion.
1.c. Develop and use categories to classify subjects studied.
1.d. Select the appropriate instrument; measure, calculate, and record in metric units, length, volume, temperature and mass, to the accuracy of instruments used.
1.e. When given a problem, plan and conduct experiments in which they: Form research questions; Discuss possible outcomes of investigations; Identify variables; Plan procedures to control independent variable(s); Collect data on the dependent variable(s); Select appropriate format (e.g., graph, chart, diagram) to summarize data obtained; Analyze data and construct reasonable conclusions; Prepare written and oral reports of their investigation.
1.g. Use field guides or other keys to assist in the identification of subjects studied. Quiz, Flash Cards, Worksheet, Game & Study Guide Rocks Quiz, Flash Cards, Worksheet, Game Rocks
UT.3.Intended Learning Outcome: Demonstrate Understanding of Science Concepts and Principles.
Intended Learning Outcome: Demonstrate Understanding of Science Concepts and Principles.
3.a. Know and explain science information specified for their grade level.
3.b. Distinguish between examples and non examples of concepts that have been taught.
3.c. Compare concepts and principles based upon specific criteria.
3.d. Solve problems appropriate to grade level by applying scientific principles and procedures.
UT.4.Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.
Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.
4.a. Provide relevant data to support their inferences and conclusions.
4.b. Use precise scientific language in oral and written communication.
4.c. Use correct English in oral and written reports.
4.e. Use mathematical reasoning to communicate information.
4.f. Construct models to describe concepts and principles.
UT.5.Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.
Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.
5.a. Cite examples of how science affects life.
5.b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.
5.c. Understand the cumulative nature of the development of science knowledge.
5.d. Recognize contributions to science knowledge that have been made by both men and women.
UT.6.Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.
Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.
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.c. Science findings are based upon evidence.
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.
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. Quiz, Flash Cards, Worksheet, Game Fossils Quiz, Flash Cards, Worksheet, Game & Study Guide Fossils
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.
Craft and Structure 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.
UT.CC.WHST.6-8.Writing Standards for Literacy in Science and Technical Subjects
Writing Standards for Literacy in Science and Technical Subjects
Research to Build and Present Knowledge WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Production and Distribution of Writing WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Text Types and Purposes 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 useful to aiding comprehension.
WHST.6-8.2(f) Provide a concluding statement or section that follows from and supports the information or explanation presented.
UT.I.Students will understand the structure of matter.
Students will understand the structure of matter.
I.1. Describe the structure of matter in terms of atoms and molecules. I.1.a. Recognize that atoms are too small to see.
I.1.b. Relate atoms to molecules (e.g., atoms combine to make molecules).
I.1.c. Diagram the arrangement of particles in the physical states of matter (i.e., solid, liquid, gas).
I.1.d. Describe the limitations of using models to represent atoms (e.g., distance between particles in atoms cannot be represented to scale in models, the motion of electrons cannot be described in most models).
I.1.e. Investigate and report how our knowledge of the structure of matter has been developed over time.
I.2. Accurately measure the characteristics of matter in different states. I.2.a. Use appropriate instruments to determine mass and volume of solids and liquids and record data.
I.2.b. Use observations to predict the relative density of various solids and liquids.
I.3. Investigate the motion of particles. I.3.a. Identify evidence that particles are in constant motion.
I.3.b. Compare the motion of particles at various temperatures by measuring changes in the volume of gases, liquids, or solids.
I.3.c. Design and conduct an experiment investigating the diffusion of particles.
I.3.d. Formulate and test a hypothesis on the relationship between temperature and motion.
UT.II.Students will understand the relationship between properties of matter and Earth's structure.
Students will understand the relationship between properties of matter and Earth's structure.
II.1. Examine the effects of density and particle size on the behavior of materials in mixtures. II.1.a. Compare the density of various objects to the density of known earth materials.
II.1.b. Calculate the density of earth materials (e.g., rocks, water, air).
II.1.c. Observe and describe the sorting of earth materials in a mixture based on density and particle size (e.g., sorting grains of sand of the same size with different densities, sort materials of different particle size with equal densities).
II.1.d. Relate the sorting of materials that can be observed in streambeds, road cuts, or beaches to the density and particle size of those materials.
II.1.e. Design and conduct an experiment that provides data on the natural sorting of various earth materials. Quiz, Flash Cards, Worksheet, Game & Study Guide Minerals Quiz, Flash Cards, Worksheet, Game & Study Guide Rocks Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
II.2. Analyze how density affects Earth's structure. II.2.a. Compare the densities of Earth's atmosphere, water, crust, and interior layers.
II.2.b. Relate density to the relative positioning of Earth's atmosphere, water, crust, and interior.
II.2.c. Model the layering of Earth's atmosphere, water, crust, and interior due to density differences.
II.2.d. Distinguish between models of Earth with accurate and inaccurate attributes.
UT.III.Students will understand that the organs in an organism are made of cells that have structures and perform specific life functions.
Students will understand that the organs in an organism are made of cells that have structures and perform specific life functions.
III.1. Observe and describe cellular structures and functions. III.1.a. Use appropriate instruments to observe, describe, and compare various types of cells (e.g., onion, diatoms).
III.1.b. Observe and distinguish the cell wall, cell membrane, nucleus, chloroplast, and cytoplasm of cells.
III.1.c. Differentiate between plant and animal cells based on cell wall and cell membrane.
III.1.d. Model the cell processes of diffusion and osmosis and relate this motion to the motion of particles.
III.1.e. Gather information to report on how the basic functions of organisms are carried out within cells (e.g., extract energy from food, remove waste, produce their own food).
III.2. Identify and describe the function and interdependence of various organs and tissues. III.2.a. Order the levels of organization from simple to complex (e.g., cell, tissue, organ, system, organism).
III.2.b. Match a particular structure to the appropriate level (e.g., heart to organ, cactus to organism, muscle to tissue).
III.2.c. Relate the structure of an organ to its component parts and the larger system of which it is a part.
III.2.d. Describe how the needs of organisms at the cellular level for food, air, and waste removal are met by tissues and organs (e.g., lungs provide oxygen to cells, kidneys remove wastes from cells).
UT.IV.Students will understand that offspring inherit traits that make them more or less suitable to survive in the environment.
Students will understand that offspring inherit traits that make them more or less suitable to survive in the environment.
IV.1. Compare how sexual and asexual reproduction passes genetic information from parent to offspring. IV.1.a. Distinguish between inherited and acquired traits.
IV.1.b. Contrast the exchange of genetic information in sexual and asexual reproduction (e.g., number of parents, variation of genetic material).
IV.1.c. Cite examples of organisms that reproduce sexually (e.g., rats, mosquitoes, salmon, sunflowers) and those that reproduce asexually (e.g., hydra, planaria, bacteria, fungi, cuttings from house plants).
IV.1.d. Compare inherited structural traits of offspring and their parents.
IV.2. Relate the adaptability of organisms in an environment to their inherited traits and structures. IV.2.a. Predict why certain traits (e.g., structure of teeth, body structure, coloration) are more likely to offer an advantage for survival of an organism.
IV.2.b. Cite examples of traits that provide an advantage for survival in one environment but not other environments.
IV.2.c. Cite examples of changes in genetic traits due to natural and manmade influences (e.g., mimicry in insects, plant hybridization to develop a specific trait, breeding of dairy cows to produce more milk).
IV.2.d. Relate the structure of organs to an organism's ability to survive in a specific environment (e.g., hollow bird bones allow them to fly in air, hollow structure of hair insulates animals from hot or cold, dense root structure allows plants to grow in compact soil, fish fins aid fish in moving in water).
UT.V.Students will understand that structure is used to develop classification systems.
Students will understand that structure is used to develop classification systems.
V.1. Classify based on observable properties. V.1.a. Categorize nonliving objects based on external structures (e.g., hard, soft).
V.1.b. Compare living, once living, and nonliving things.
V.1.c. Defend the importance of observation in scientific classification.
V.1.d. Demonstrate that there are many ways to classify things. Quiz, Flash Cards, Worksheet, Game & Study Guide Minerals Quiz, Flash Cards, Worksheet, Game & Study Guide Rocks Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
V.2. Use and develop a simple classification system. V.2.a. Using a provided classification scheme, classify things (e.g., shells, leaves, rocks, bones, fossils, weather, clouds, stars, planets). Quiz, Flash Cards, Worksheet, Game & Study Guide Minerals Quiz, Flash Cards, Worksheet, Game & Study Guide Rocks Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
V.2.b. Develop a classification system based on observed structural characteristics. Quiz, Flash Cards, Worksheet, Game & Study Guide Minerals Quiz, Flash Cards, Worksheet, Game & Study Guide Rocks Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
V.2.c. Generalize rules for classification.
V.2.d. Relate the importance of classification systems to the development of science knowledge.
V.2.e. Recognize that classification is a tool made by science to describe perceived patterns in nature.
V.3. Classify organisms using an orderly pattern based upon structure. V.3.a. Identify types of organisms that are not classified as either plant or animal.
V.3.b. Arrange organisms according to kingdom (i.e., plant, animal, monera, fungi, protist).
V.3.c. Use a classification key or field guide to identify organisms.
V.3.d. Report on changes in classification systems as a result of new information or technology.