SEEd Standards Crosswalk (1)
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Current Utah Science Standards (Last updated 2010)Utah Science with Engineering Education Standards (2019)Next Generation Science Standards (2012)
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K-2-3: Compare changes in weather over time. K.1.1 Obtain, evaluate, and communicate information about local, observable weather conditions to describe patterns over time. Emphasize the students' collection and sharing of data. Examples of data could include sunny, cloudy, windy, rainy, cold, or warm. (ESS2.D) K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time.
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Weather forecasting is not currently discussed in the K-2 Utah Science Standards K.1.2 Obtain, evaluate, and communicate information on the effect of forecasted weather patterns on human behavior. Examples could include how humans respond to local forecasts of typical and severe weather such as extreme heat, high winds, flash floods, thunderstorms, or snowstorms. (ESS3.B) K-ESS3-2: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
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Sunlight's effect on Earth is not currently discussed in the K-2 Utah Science Standards K.1.3 Carry out an investigation using the five senses, to determine the effect of sunlight on different surfaces and materials. Examples could include measuring temperature, through touch or other methods, on natural and man-made materials in various locations throughout the day. (PS3.B) K-PS3-1: Make observations to determine the effect of sunlight on Earth's surface
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Sunlight's effect on Earth is not currently discussed in the K-2 Utah Science Standards K.1.4 Design a solution that will reduce the warming effect of sunlight on an area. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. (PS3.B, ETS1.A, ETS1.B, ETS1.C)
K-PS3-2: Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
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K-4-1: Investigate living things. K.2.1 Obtain, evaluate, and communicate information to describe patterns of what living things (plants and animals, including humans) need to survive. Emphasize the similarities and differences between the survival needs of all living things. Examples could include that plants depend on air, water, minerals, and light to survive, or animals depend on plants or other animals to survive. (LS1.C) K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive.
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Organisms and needs for survival are not currently discussed in the K-2 Utah Science Standards K.2.2 Obtain, evaluate, and communicate information about patterns in the relationships between the needs of different living things (plants and animals, including humans) and the places they live. Emphasize that living things need water, air, and resources and that they live in places that have the things they need. Examples could include investigating plants grown in various locations and comparing the results or comparing animals with the places they live. (LS2.B, ESS3.A) K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
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Organisms affecting their environment are not currently discussed in the K-2 Utah Science Standards K.2.3 Obtain, evaluate, and communicate information about how living things (plants and animals, including humans) affect their surroundings to survive. Examples could include squirrels digging in the ground to hide their food, plant roots breaking concrete, or humans building shelters. (ESS2.E) K-ESS2-2: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
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Impact on environment is not currently discussed in the K-2 Utah Science Standards K.2.4 Design and communicate a solution to address the effects that living things (plants and animals, including humans) experience while trying to survive in their surroundings. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare designs. Emphasize students working from a plant, animal, or human perspective. Examples could include a plant growing to get more sunlight, a beaver building a dam, or humans caring for the Earth by reusing and recycling natural resources. (ESS3.C, ETS1.A, ETS1.B, ETS1.C) K-ESS3-3: Communicate solutions that will reduce the impact of humans on land, water, air, and/or other living things in the local environment.
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K-3-1: Identify how non-living things move. K.3.1 Plan and conduct an investigation to compare the effects of different strengths or different directions of forces on the motion of an object. Emphasize forces as a push and pull on an object. The idea of strength should be kept separate from the idea of direction. Non-contact forces, such as magnets and static electricity, will be taught in Grades 3 through 5. (PS2.A, PS2.B, PS2.C, PS3.C) K-PS2-1: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
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Push and pull forces are not currently discussed in the K-2 Utah Science Standards K.3.2 Analyze data to determine how a design solution causes a change in the speed or direction of an object with a push or a pull. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, or knock down other objects. (PS2.A, PS2.B, PS2.C, PS3.C, ETS1.A, ETS1.B, ETS1.C) K-PS2-2: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
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K-2-2: Observe and describe changes in day and night.Day and night relationships are found in SEEd 1st Grade (1.1.2)1-ESS1-2: Make observations at different times of the year to related the amount of daylight to the time of year.
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Engineering a design solution is not currently discussed in the K-2 Utah Science StandardsEngineering is integrated into content standards for a stronger application use by students. K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
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Engineering a design solution is not currently discussed in the K-2 Utah Science StandardsEngineering is integrated into content standards for a stronger application use by students. K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
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Engineering a design solution is not currently discussed in the K-2 Utah Science StandardsEngineering is integrated into content standards for a stronger application use by students. K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
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K-1-1: Generating Evidence: Using the processes of scientific investigationNature of Science is part of the Science/Engineering Practices and Crosscutting Concepts found in every Utah SEEd StandardNature of Science is part of the Science/Engineering Practices and Crosscutting Concepts found in every NGSS Standard
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K-1-2: Communicating Science: Communicating effectively using science language and reasoningNature of Science is part of the Science/Engineering Practices and Crosscutting Concepts found in every Utah SEEd StandardNature of Science is part of the Science/Engineering Practices and Crosscutting Concepts found in every NGSS Standard
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K-1-3: Knowing in Science: Understanding the nature of scienceNature of Science is part of the Science/Engineering Practices and Crosscutting Concepts found in every Utah SEEd StandardNature of Science is part of the Science/Engineering Practices and Crosscutting Concepts found in every NGSS Standard
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K-2-1: Investigate non-living things.Non-living things are found in SEEd 2nd Grade (2.3.1)2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
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K-4-2: Describe the parts of living things.Parts of living things are found in SEEd 2nd Grade (2.2.4)1-LS1-1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
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K-3-2: Describe parts of non-living things.Parts of non-living things are found in SEEd 2nd Grade (2.3.3)2-PS1-3: Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
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