|Previous Utah Science Standards (Last updated 2002)|
Utah Science with Engineering Education Standards (2015)
|Next Generation Science Standards (2012)|
|6.1.1 Explain patterns of changes in the appearance of the moon as it orbits Earth.|
6.1.2 Demonstrate how the relative positions of Earth, the moon, and the sun create the appearance of the moon’s phases.
6.2.1 Describe the relationship between the tilt of Earth's axis and its yearly orbit around the sun.
6.2.2 Explain how the relationship between the tilt of Earth's axis and its yearly orbit around the sun produces the seasons.
|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.||MS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.|
|6.3.3 Describe the forces that keep objects in orbit in the solar system.||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.||MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.|
|6.3.1 Describe and compare the components of the solar system.|
6.3.2 Describe the use of technology to observe objects in the solar system and relate this to science’s understanding of the solar system.
|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 radius. Data sources could include Earth and space-based instruments such as telescopes and satellites. Types of data could include graphs, data tables, drawings, photographs, and models.||MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.|
|Atoms and Molecules are found in 7th Grade (7.1.1).||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), and carbon dioxide (CO2).||MS-PS1-1 Develop models to describe the atomic composition of simple molecules and extended structures.|
|Heat energy an states of matter are found in 7th Grade (7.1.2-3).||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).||MS-PS1-2 Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.|
|6.6.1 Investigate the movement of heat between objects by conduction, convection, and radiation.||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.||MS-PS3-4 Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.|
|Engineering is not found in current science standards.||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.||MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.|
|Water cycle is not covered in current 6-8 science standards (5th grade, Earth Science, Biology).||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.||MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.|
|Climate and weather are not covered in current 6-8 science standards (4th grade, Earth Science).||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.||MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.|
|Unequal heating of Earth is not covered in current 6-8 science standards (Earth Science).||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 and wintertime temperature inversions.||MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.|
|Natural Greenhouse Effect is not covered in current 6-8 science standards (Earth Science).||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.||No Alignment|
|Resources availability is not covered in current 6-8 science standards (Earth Science).||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, and living space in Utah environments.||MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.|
|Organisms Relationships are found in 8th Grade (8.2.2).||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.||MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.|
|Food webs are found in 8th Grade (8.2.2).||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, and deserts.||MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.|
|Effects on ecosystems are found in 8th Grade (8.2.2).||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, and deserts.||MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.|
|Engineering is not found in current science standards.||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.||MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.|
|6.5.1 Observe and summarize information about microorganisms.|
6.5.2 Demonstrate the skills needed to plan and conduct an experiment to determine a microorganism’s requirements in a specific environment.
6.5.3 Identify positive and negative effects of microorganisms and how science has developed positive uses for some microorganisms and overcome the negative effects of others.
|Cells are found in SEEd 7th Grade (7.3.1-3).||No Alignment|
|6.6.2 Describe how light can be produced, reflected, refracted, and separated into visible light of various colors.||Light energy is found in SEEd 8th Grade (8.2.4).||No Alignment|
|6.4.2 Describe the appearance and apparent motion of groups of stars in the night sky relative to Earth and how various cultures have understood and used them.||Motions of stars in the sky and cultural understanding is not found in SEEd 6-8.||No Alignment|
|6.4.1 Compare the size and distance of objects within systems in the universe.||REPEAT - 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 radius. Data sources could include Earth and space-based instruments such as telescopes and satellites. Types of data could include graphs, data tables, drawings, photographs, and models.||No Alignment|
|6.6.3 Describe the production of sound in terms of vibration of objects that create vibrations in other materials.||Sound energy is found in SEEd 8th Grade (8.2.3-4).||No Alignment|