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This Bundle for Utah SEEd 8th grade includes science resources for each strand and standard. Each unit included addresses specific Utah SEEd standards for 8th grade. Students will love these engaging activities for Utah SEEd 8th Grade. You will love saving time by having someone creating resources who really understands Utah SEEd! This bundle will keep your students engaged in science for the entire year. Save 20% by purchasing the bundle!
I have a great deal of experience teaching Utah SEEd standards and science methods courses in Utah. Check out my website to find out more about my credentials. Lynda R. Williams
This resource covers all four strands of Utah SEEd eighth grade to give you a year’s worth of material with a 20% discount.
Strand 8.1: MATTER AND ENERGY INTERACT IN THE PHYSICAL WORLD
Strand 8.2: ENERGY IS STORED AND TRANSFERRED IN PHYSICAL SYSTEMS
Strand 8.3: LIFE SYSTEMS STORE AND TRANSFER MATTER AND ENERGY
Strand 8.4: INTERACTIONS WITH NATURAL SYSTEMS AND RESOURCES
The following Standards are Addressed:
Develop a model to describe the 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.
Obtain information about various properties of matter, evaluate how different materials’ properties allow them to be used for particular 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)
Plan and conduct an investigation and then analyze and interpret the data to identify in changes in a substance's properties to determine if a chemical reaction has occurred. Examples could include changes in properties such as color, density, flammability, odor, solubility, or state. (PS1.A, PS1.B)
Obtain and evaluate information to describe how synthetic materials come from natural resources, what their are, and how society uses these new materials. Examples of new materials could include medicine, foods, building materials, plastics, and alternative fuels. (PS1.A, PS1.B, ESS3.A)
Develop a model that uses computational thinking to illustrate the 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 on calculating density of a substance’s state. (PS3.A)
Develop a model to describe how the total number of atoms does not change in a chemical reaction, indicating that 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)
Design, construct and test a device that can the rate of a phase change. Compare and identify the best characteristics of competing devices, based on data analysis, and modify them to improve the device to better meet the criteria for success. (PS1.B, PS3.A, ETS1.A, ETS1.B, ETS1.C).
Use computational thinking to analyze data about the relationship between the mass and speed of objects to the relative amount of kinetic energy of the objects. Emphasis should be on the of mass and relative speed to the observable 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, PS3.C)
Ask questions about how the amount of potential varies as distance within the system changes. Plan and conduct an investigation to answer a question about potential . 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.B)
Engage in argument to identify the strongest evidence that supports the claim that the kinetic energy of an object changes as 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. (PS4.A)
Use computational thinking to describe a for waves that shows the 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)
Develop and use a model to describe the 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 light waves through a prism, mechanical waves through gas vs. liquids vs. solids, or sound waves through different mediums. (PS4.A, PS4.B)
Obtain and evaluate information to communicate the claim that the 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)
Plan and conduct an investigation and use the evidence to construct an explanation of how photosynthetic organisms use to transform matter. Emphasize molecular and energy transformations during photosynthesis. (PS3.D, LS1.C)
Develop a model to describe how food is changed through chemical reactions to form new molecules that support growth and/or release energy as cycles through an organism. Emphasis is on describing that during cellular respiration molecules are broken apart and rearranged into new molecules, and that this process releases energy. (PS3.D, LS1.C)
Ask questions to obtain, evaluate, and communicate information about how to an ecosystem affect the of cycling and the flow of 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)
Construct a scientific explanation based on evidence that shows that the uneven distribution of Earth's mineral, energy, and groundwater resources is 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, and uranium. (ESS3.A)
Engage in argument supported by evidence about the 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 natural resources such as freshwater, minerals, and energy sources. (ESS3.A, ESS3.C)
Design a solution to monitor or mitigate the potential 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, and water management. (ESS3.A, ESS3.C, ETS1.A, ETS1.B, ETS1.C)
Analyze and interpret data on the factors that global temperatures and their on regional climates. Examples of factors could include agricultural activity, changes in solar radiation, fossil fuel use, and volcanic activity. Examples of data could include graphs of the atmospheric levels of gases, seawater levels, ice cap coverage, human activities, and maps of global and regional temperatures. (ESS3.D)
Analyze and interpret of the occurrence of natural hazards to forecast future catastrophic events, and investigate how data is 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)
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