utah science with engineering education (seed) standards kindergarten through 5th grade integrated...

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  • Utah Science with Engineering

    Education (SEEd) Standards Kindergarten through 5th Grade Integrated Science,

    Biology, Chemistry, Earth and Space Science, and Physics

    Draft for Public Review – January 2019

    Overview In December 2015, the Utah State Board of Educa�on (USBE) adopted Utah Science with Engineering Educa�on (SEEd) Standards for grades 6-8. In April 2018, the USBE accepted the Science Standards Review Commi�ee Report and recommended that K-5 and High School Science Standards Wri�ng Teams be organized to complete the standards update from Kindergarten to High School (K-12). Wri�ng teams, consis�ng of Utah university professors and Utah K-12 science teachers, first met in May 2018 and their work con�nued through November 2018.

    Pending approval from the UBSE, this dra� of the Utah SEEd Standards will be available as a dra� for public review and feedback. To provide feedback on the dra� an online public feedback survey tool will be available and there will be five public hearings throughout the state.

    Link to Online Public Feedback Survey : surveymonkey.com/r/UTSEEd90DayReview Proposed Loca�ons of Public Hearings (Final Loca�ons, Dates, and Times will be determined by the USBE) :

    ● Brigham City (Box Elder District) ● Farmington (Davis District) ● American Fork (Alpine District) ● Price (Carbon District) ● Cedar City (Iron District)

    Once the 90-Day Public Review has concluded, the science wri�ng teams will reconvene, to consolidate the feedback for the USBE to review and provide direc�on on how to revise the dra� accordingly.

    Thank you for taking �me to provide your feedback and suppor�ng the process of developing science standards that prepare Utah students to be college and career ready.

    Supporting Documentation As directed by the Science Standards Review Commi�ee and approved by the USBE, the standards wri�ng teams used the Next Genera�on Science Standards (NGSS) as a star�ng document for the dra� standards. A crosswalk to show alignments between current Utah Science Standards, Dra� Utah SEEd Standards, and NGSS Standards was created.

    SEEd Standards Crosswalk Document : �nyurl.com/SEEdCrosswalk

    Standards wri�ng teams were directed to create a document that described their thinking and jus�fica�on for the standards dra�. They were asked to track what standards document (NGSS, other state standards) were used in the crea�on of the Utah Standard and to describe the changes that were made. Every team created their own document to track these changes so they each appear different from each other.

    ● �nyurl.com/SEEdK2Doc - Kindergarten through 2 nd Grade Team Suppor�ng Documenta�on ● �nyurl.com/SEEd35Doc - 3 rd Grade through 5 th Grade Team Suppor�ng Documenta�on ● �nyurl.com/SEEdHSDoc - High School Team Suppor�ng Documenta�on


    https://www.surveymonkey.com/r/UTSEEd90DayReview http://tinyurl.com/seedcrosswalk https://tinyurl.com/SEEdK2Doc https://tinyurl.com/SEEd35Doc https://tinyurl.com/SEEdHSDoc


    INTRODUCTION | KINDERGARTEN Science Literacy for All Students Science is a way of knowing, a process for gaining knowledge and understanding of the natural world. Engineering combines the fields of science, technology, and mathema�cs to provide solu�ons to real-world problems. The nature and process of developing scien�fic knowledge and understanding includes constant ques�oning, tes�ng, and refinement, which must be supported by evidence and has li�le to do with popular consensus. Since progress in the modern world is �ed so closely to this way of knowing, scien�fic literacy is essen�al for a society to be compe��vely engaged in a global economy. Students should be ac�ve learners who demonstrate their scien�fic understanding by using it. It is not enough for students to read about science; they must par�cipate in the three dimensions of science. They should observe, inquire, ques�on, formulate and test hypotheses, analyze data, report, and evaluate findings. The students, as scien�sts, should have hands-on, ac�ve experiences throughout the instruc�on of the science curriculum. These standards help students find value in developing novel solu�ons as they engage with complex problems.

    Three Dimensions of Science 1

    Science educa�on includes three dimensions of science understanding: science and engineering prac�ces, crosscu�ng concepts, and disciplinary core ideas. Every standard includes each of the three dimensions; Science and Engineering Practices are bolded , Crosscu�ng Concepts are underlined , and Disciplinary Core Ideas are in normal font. Standards with specific engineering expectations are italicized .

    Science and Engineering Practices Crosscu�ng Concepts Disciplinary Core Ideas

    ➧ Asking ques�ons or defining problems ➧ Developing and using models ➧ Planning and carrying out

    inves�ga�ons ➧ Analyzing and interpre�ng data ➧ Using mathema�cs and computa�onal

    thinking ➧ Construc�ng explana�ons and

    designing solu�ons ➧ Engaging in argument from Evidence ➧ Obtaining, evalua�ng, and

    communica�ng informa�on

    ➧ Pa�erns ➧ Cause and effect: mechanism

    and explana�on ➧ Scale, propor�on, and

    Quan�ty ➧ Systems and system models ➧ Energy and ma�er: flows,

    cycles, and conserva�on ➧ Structure and func�on ➧ Stability and change

    ➧ Earth and Space Science

    ➧ Life Science ➧ Physical Science ➧ Engineering

    1 NRC Framework K–12 Science Educa�on: h�p://www.nap.edu/catalog.php?record_id=13165




    Organization of Standards The Utah SEEd standards are organized into strands , which represent significant areas of learning within content areas. Within each strand are standards . A standard is an ar�cula�on of the demonstrated proficiency to be obtained. A standard represents an essen�al element of the learning that is expected. While some standards within a strand may be more comprehensive than others, all standards are essen�al for mastery.

    Kindergarten |

    Utah Science with Engineering Education (SEEd) Standards The Kindergarten SEEd standards provide a framework for students to obtain, evaluate, and communicate how the sun causes our weather pa�erns and how these pa�erns affect living systems. Students will also inves�gate how design solu�ons can manipulate the effect of sunlight. Addi�onally, students are introduced to the concept of forces through push and pull interac�ons only.


  • . UTAH SCIENCE WITH ENGINEERING EDUCATION (SEEd) STANDARDS Strand K.1: WEATHER PATTERNS . Weather is caused by unequal hea�ng of the Earth's surfaces resul�ng in temperature differences, wind, and seasonal precipita�on, in a par�cular region. Observing, measuring and recording these condi�ons can discover weather pa�erns used in forecas�ng. Weather scien�sts forecast weather so that communi�es can prepare for and respond to local weather. ■ Standard K.1.1 Obtain, evaluate, and communicate information about local, observable

    weather condi�ons to describe pa�erns over �me. Emphasize the students' collec�on and sharing of data about temperature, wind, and precipita�on, including the changes from day to day and season to season. Examples could include data collected through personal observa�ons, the use of tools such as thermometers, windsocks , and rain gauges.

    ■ Standard K.1.2 Obtain, evaluate, and communicate information on how weather

    pa�erns affect human behavior. Examples of local severe weather could include extreme heat, high winds, flash floods, thunderstorms, and snowstorms.

    ■ Standard K.1.3 Carry out an investigation , making observa�ons, to determine the

    effect of sunlight energy on Earth's surfaces. An example could include measuring temperature through touch, using thermometers, or other methods, in various loca�ons or on different materials throughout the day.

    ■ Standard K.1.4 Design and construct a solution that will reduce the warming effect of

    sunlight on an area. Emphasize the use of tools and materials to test and build a structure. Examples of structures could include umbrellas, canopies, and tents.



    Living things need ma�er and energy to survive. Water and other resources, such as food, provide the necessary ma�er for survival. Plants obtain energy through sunlight while animals obtain energy from other living things. The environment can be changed due to the presence of plants and animals. ■ Standard K.2.1 Analyze and interpret data to describe pa�erns of what plants and


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