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1 | State Standards | Grade | Local Unit Name | PE | PE Text | Mosa Mack Unit | ||||||||||||||||||||
2 | Utah Science with Engineering Education (SEEd) | 6 | STRUCTURE AND MOTION WITHIN THE SOLAR SYSTEM | 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. (ESS1.A, ESS1.B) | Sun-Earth and Solar System Gravity | ||||||||||||||||||||
3 | 6.1.2 | Develop and use a model to describe the role of gravity and inertia in orbital motions of objects in our solar system. (ESS1.B) | Sun-Earth and Solar System Gravity | |||||||||||||||||||||||
4 | 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 or distance. Examples of properties could include layers, temperature, surface features, or orbital radius. Data sources could include Earth and space-based instruments such as telescopes or satellites. Types of data could include graphs, data tables, drawings, photographs, or models. (ESS1.A, ESS1.B) | Scale in the Solar System | |||||||||||||||||||||||
5 | Utah Science with Engineering Education (SEEd) | 6 | ENERGY AFFECTS MATTER | 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. Examples of simple molecules could include water (H2O), atmospheric oxygen (O2), or carbon dioxide (CO2). (PS1.A) | Atoms & Molecules | ||||||||||||||||||||
6 | 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). (PS1.A, PS3.A) | States of Matter | |||||||||||||||||||||||
7 | 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 communicating the results of the investigation. (PS3.A) | States of Matter | |||||||||||||||||||||||
8 | 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. Emphasize demonstrating how the structure of differing materials allows them to function as either conductors or insulators. (PS3.A, PS3.B, ETS1.A, ETS1.B, ETS1.C) | Thermal Energy | |||||||||||||||||||||||
9 | Utah Science with Engineering Education (SEEd) | 6 | EARTH’S WEATHER PATTERNS AND CLIMATE | 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. (ESS2.C) | Water Cycle | ||||||||||||||||||||
10 | 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 data collection could include field observations, laboratory experiments, weather maps, or diagrams. (ESS2.C, ESS2.D) | Weather | |||||||||||||||||||||||
11 | 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 could include Utah regional weather patterns such as lake-effect snow or wintertime temperature inversions. (ESS2.C, ESS2.D) | Weather | |||||||||||||||||||||||
12 | 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 or Mars. (ESS2.D) | Climate Change & Ecological Footprint | |||||||||||||||||||||||
13 | Utah Science with Engineering Education (SEEd) | 6 | STABILITY AND CHANGE IN ECOSYSTEMS | 6.4.1 | 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. Examples could include water, food, or living space in Utah environments. (LS2.A) | Renewable Resources | ||||||||||||||||||||
14 | 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. (LS2.A) | Interaction of Organisms | |||||||||||||||||||||||
15 | 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 such as mountains, Great Salt Lake, wetlands, or deserts. (LS2.B) | Biodiversity | |||||||||||||||||||||||
16 | 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 Utah ecosystems such as mountains, Great Salt Lake, wetlands, or deserts. (LS2.C) | Interaction of Organisms | |||||||||||||||||||||||
17 | 6.4.5 | 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. Examples could include policies affecting ecosystems, responding to invasive species, or solutions for the preservation of ecosystem resources specific to Utah, such as air and water quality and prevention of soil erosion. (LS2.C, LS4.D, ETS1.A, ETS1.B, ETS1.C) | Biodiversity | |||||||||||||||||||||||
18 | Utah Science with Engineering Education (SEEd) | 7 | FORCES ARE INTERACTIONS BETWEEN MATTER | 7.1.1 | 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. Various experimental designs should be evaluated to determine how well the investigation measures an object’s motion. Emphasize conceptual understanding of Newton’s First and Second Laws. Calculations will only focus on one-dimensional movement; the use of vectors will be introduced in high school. (PS2.A, PS2.C, ETS1.A, ETS1.B, ETS1.C) | Force & Motion | ||||||||||||||||||||
19 | 7.1.2 | Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects in a system. Examples could include collisions between two moving objects or between a moving object and a stationary object. (PS2.A, ETS1.A, ETS1.B, ETS1.C) | Force & Motion | |||||||||||||||||||||||
20 | 7.1.3 | 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. Emphasize the cause and effect relationship between properties of objects (such as magnets or electrically charged objects) and the forces they exert. (PS2.B) | Force & Motion | |||||||||||||||||||||||
21 | 7.1.4 | Collect and analyze data to determine the factors that affect the strength of electric and magnetic forces. Examples could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or of increasing the number or strength of magnets on the speed of an electric motor. (PS2.B) | Electricity & Magnetism | |||||||||||||||||||||||
22 | 7.1.5 | 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. Examples of evidence for arguments could include mathematical data generated from various simulations. (PS2.B) | Force & Motion | |||||||||||||||||||||||
23 | Utah Science with Engineering Education (SEEd) | 7 | CHANGES TO EARTH OVER TIME | 7.2.1 | Develop a model of the rock cycle to describe the relationship between energy flow and matter cycling that create igneous, sedimentary, and metamorphic rocks. Emphasize the processes of melting, crystallization, weathering, deposition, sedimentation, and deformation, which act together to form minerals and rocks. (ESS1.C, ESS2.A) | Rock Cycle & Earth's History | ||||||||||||||||||||
24 | 7.2.2 | Construct an explanation based on evidence for how processes have changed Earth’s surface at varying time and spatial scales. Examples of processes that occur at varying time scales could include slow plate motions or rapid landslides. Examples of processes that occur at varying spatial scales could include uplift of a mountain range or deposition of fine sediments. (ESS2.A, ESS2.C) | Rock Cycle & Earth's History | |||||||||||||||||||||||
25 | 7.2.3 | Ask questions to identify constraints of specific geologic hazards and evaluate competing design solutions for maintaining the stability of humanengineered structures, such as homes, roads, and bridges. Examples of geologic hazards could include earthquakes, landslides, or floods. (ESS2.A, ESS2.C, ETS1.A, ETS1.B, ETS1.C) | Earthquakes & Volcanoes | |||||||||||||||||||||||
26 | 7.2.4 | Develop and use a scale model of the matter in the Earth’s interior to demonstrate how differences in density and chemical composition (silicon, oxygen, iron, and magnesium) cause the formation of the crust, mantle, and core. (ESS2.A) | Plate Tectonics | |||||||||||||||||||||||
27 | 7.2.5 | Ask questions and analyze and interpret data about the patterns between plate tectonics and: (1) The occurrence of earthquakes and volcanoes. (2) Continental and ocean floor features. (3) The distribution of rocks and fossils. Examples could include identifying patterns on maps of earthquakes and volcanoes relative to plate boundaries, the shapes of the continents, the locations of ocean structures (including mountains, volcanoes, faults, and trenches), or similarities of rock and fossil types on different continents. (ESS1.C, ESS2.B) | Plate Tectonics | |||||||||||||||||||||||
28 | 7.2.6 | Make an argument from evidence for how the geologic time scale shows the age and history of Earth. Emphasize scientific evidence from rock strata, the fossil record, and the principles of relative dating, such as superposition, uniformitarianism, and recognizing unconformities. (ESS1.C) | Rock Cycle & Earth's History | |||||||||||||||||||||||
29 | Utah Science with Engineering Education (SEEd) | 7 | STRUCTURE AND FUNCTION OF LIFE | 7.3.1 | 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. (LS1.A) | Cells | ||||||||||||||||||||
30 | 7.3.2 | 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. (LS1.A) | Cells | |||||||||||||||||||||||
31 | 7.3.3 | 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. Examples could include relationships between the circulatory, excretory, digestive, respiratory, muscular, skeletal, or nervous systems. Specific organ functions will be taught at the high school level. (LS1.A) | Interactions of Body Systems | |||||||||||||||||||||||
32 | Utah Science with Engineering Education (SEEd) | 7 | REPRODUCTION AND INHERITANCE | 7.4.1 | 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. (LS1.B, LS3.A, LS3.B) | Genetic Variation | ||||||||||||||||||||
33 | 7.4.2 | Obtain, evaluate, and communicate information about specific animal and plant adaptations and structures that affect the probability of successful reproduction. Examples of adaptations could include nest building to protect young from the cold, herding of animals to protect young from predators, vocalization of animals and colorful plumage to attract mates for breeding, bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, or hard shells on nuts that squirrels bury. (LS1.B) | Selection & Adaptations | |||||||||||||||||||||||
34 | 7.4.3 | 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. Specific changes of genes at the molecular level, mechanisms for protein synthesis, and specific types of mutations will be introduced at the high school level. (LS3.A, LS3.B) | Mutations | |||||||||||||||||||||||
35 | 7.4.4 | 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. Examples could include artificial selection, genetic modification, animal husbandry, or gene therapy. (LS4.B, ETS1.A, ETS1.B, ETS1.C) | Mutations | |||||||||||||||||||||||
36 | Utah Science with Engineering Education (SEEd) | 7 | CHANGES IN SPECIES OVER TIME | 7.5.1 | 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. Over time, specific traits may increase or decrease in populations. Emphasize the use of proportional reasoning to support explanations of trends in changes to populations over time. Examples could include camouflage, variation of body shape, speed and agility, or drought tolerance. (LS4.B, LS4.C) | Selection & Adaptations | ||||||||||||||||||||
37 | 7.5.2 | 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. (LS4.A, ESS2.E) | Evidence of Evolution | |||||||||||||||||||||||
38 | 7.5.3 | 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. (LS4.A) | Evidence of Evolution | |||||||||||||||||||||||
39 | 7.5.4 | Analyze data to compare patterns in the embryological development across multiple species to identify similarities and differences not evident in the fully formed anatomy. (LS4.A) | Evidence of Evolution | |||||||||||||||||||||||
40 | Utah Science with Engineering Education (SEEd) | 8 | MATTER AND ENERGY INTERACT IN THE PHYSICAL WORLD | 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 energy, ionic complexes, ions, and isotopes will be introduced at the high school level. (PS1.A) | Atoms & Molecules | ||||||||||||||||||||
41 | 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 color, density, flammability, hardness, malleability, odor, ability to rust, solubility, state, or the ability to react with water. (PS1.A) | Chemical & Physical Changes | |||||||||||||||||||||||
42 | 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, density, flammability, odor, solubility, or state. (PS1.A, PS1.B) | Chemical & Physical Changes | |||||||||||||||||||||||
43 | 8.1.4 | Obtain and evaluate information to describe how synthetic materials come from natural resources, what their functions are, and how society uses these new materials. Examples of synthetic materials could include medicine, foods, building materials, plastics, or alternative fuels. (PS1.A, PS1.B, ESS3.A) | Chemical & Physical Changes | |||||||||||||||||||||||
44 | 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, and gases to show how adding or removing heat energy can result in phase changes, and focus on calculating the density of a substance’s state. (PS3.A) | Thermal Energy | |||||||||||||||||||||||
45 | 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 will be learned at the high school level. (PS1.B) | Atoms & Molecules | |||||||||||||||||||||||
46 | 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. (PS1.B, PS3.A, ETS1.A, ETS1.B, ETS1.C). | Thermal Energy | |||||||||||||||||||||||
47 | Utah Science with Engineering Education (SEEd) | 8 | ENERGY IS STORED AND TRANSFERRED IN PHYSICAL SYSTEMS | 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 the kinetic energy. Examples could include a full cart vs. an empty cart or rolling spheres with different masses down a ramp to measure the effects on stationary masses. Calculations of kinetic and potential energy will be learned at the high school level. (PS3.A) | Potential & Kinetic Energy | ||||||||||||||||||||
48 | 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 cart at varying positions on a hill or an object being dropped from different heights. Calculations of kinetic and potential energy will be learned at the high school level. (PS3.A, PS3.C) | Potential & Kinetic Energy | |||||||||||||||||||||||
49 | 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, applying force to an object, or releasing potential energy from an object. (PS3.A, PS3.B) | Potential & Kinetic Energy | |||||||||||||||||||||||
50 | 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, computer simulations, or physical models to demonstrate amplitude and energy correlation. (PS4.A) | Waves | |||||||||||||||||||||||
51 | 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, or written descriptions of light waves through a prism; mechanical waves through gas vs. liquids vs. solids; or sound waves through different mediums. (PS4.A, PS4.B) | Waves | |||||||||||||||||||||||
52 | 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 purposes. Examples could include using vinyl record vs. digital song files, film cameras vs. digital cameras, or alcohol thermometers vs. digital thermometers. (PS4.C) | Waves | |||||||||||||||||||||||
53 | Utah Science with Engineering Education (SEEd) | 8 | LIFE SYSTEMS STORE AND TRANSFER MATTER AND ENERGY | 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. (PS3.D, LS1.C) | Photosynthesis | ||||||||||||||||||||
54 | 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. Emphasize describing that during cellular respiration molecules are broken apart and rearranged into new molecules, and that this process releases energy. (PS3.D, LS1.C) | Photosynthesis | |||||||||||||||||||||||
55 | 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 flow of energy through the carbon cycle. (LS2.B, LS2.C) | Biodiversity | |||||||||||||||||||||||
56 | Utah Science with Engineering Education (SEEd) | 8 | INTERACTIONS WITH NATURAL SYSTEMS AND RESOURCES | 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 geologic history that led to the formation and irregular distribution of natural resources like copper, gold, natural gas, oil shale, silver, or uranium. (ESS3.A) | Renewable Resources | ||||||||||||||||||||
57 | 8.4.2 | Engage in argument supported by evidence about the effect of percapita 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 natural resources such as freshwater, minerals, or energy sources. (ESS3.A, ESS3.C) | Renewable Resources | |||||||||||||||||||||||
58 | 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 of uses of the natural environment could include agriculture, conservation efforts, recreation, solar energy, or water management. (ESS3.A, ESS3.C, ETS1.A, ETS1.B, ETS1.C) | Renewable Resources | |||||||||||||||||||||||
59 | 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, or volcanic activity. Examples of data could include graphs of the atmospheric levels of gases, seawater levels, ice cap coverage, human activities, or maps of global and regional temperatures. (ESS3.D) | Climate Change & Ecological Footprint | |||||||||||||||||||||||
60 | 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 and severe weather, are preceded by phenomena that allow prediction, but others, such as earthquakes, may occur without warning. (ESS3.B) | Earthquakes & Volcanoes | |||||||||||||||||||||||
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