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Utah Standards for Eighth Grade Science

UT.1. Intended Learning Outcome: Use Science Process and Thinking Skills.

1.a. Observe objects and events for patterns and record both qualitative and quantitative information.

1.b. Sort and sequence data according to a given criterion.

1.c. Develop and use categories to classify subjects studied.

1.d. Select the appropriate instrument; measure, calculate, and record in metric units, length, volume, temperature and mass, to the accuracy of instruments used.

1.e. When given a problem, plan and conduct experiments in which they: Form research questions; Discuss possible outcomes of investigations; Identify variables; Collect data on the dependent variable(s); Select appropriate format (e.g., graph, chart, diagram) to summarize data obtained; Analyze data and construct reasonable conclusions; Prepare written and oral reports of their investigation.

1.g. Use field guides or other keys to assist in the identification of subjects studied.

UT.3. Intended Learning Outcome: Demonstrate Understanding of Science Concepts and Principles.

3.a. Know and explain science information specified for their grade level.

3.b. Distinguish between examples and non examples of concepts that have been taught.

3.c. Compare concepts and principles based upon specific criteria.

3.d. Solve problems appropriate to grade level by applying scientific principles and procedures.

UT.4. Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.

4.a. Provide relevant data to support their inferences and conclusions.

4.b. Use precise scientific language in oral and written communication.

4.c. Use correct English in oral and written reports.

4.e. Use mathematical reasoning to communicate information.

4.f. Construct models to describe concepts and principles.

UT.5. Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.

5.a. Cite examples of how science affects life.

5.c. Understand the cumulative nature of the development of science knowledge.

5.d. Recognize contributions to science knowledge that have been made by both men and women.

UT.6. Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.

6.a. Science is a way of knowing that is used by many people, not just scientists.

6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'

6.c. Science findings are based upon evidence.

6.d. Understand that science conclusions are tentative and therefore never final. Understandings based upon these conclusions are subject to revision in light of new evidence.

6.e. Understand that scientific conclusions are based on the assumption that natural laws operate today as they did in the past and that they will continue to do so in the future.

UT.CC.RST.6-8. Reading Standards for Literacy in Science and Technical Subjects

Craft and Structure

RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
The Digestive and nutritionWorksheets :3Study Guides :1Vocabularies :4Ecosystems, food chains and food websWorksheets :3Study Guides :1Vocabularies :5Chemical bondingFreeWorksheets :3Study Guides :1Vocabularies :1Chemical reactionsWorksheets :4Study Guides :1Vocabularies :1Ecology IWorksheets :4Vocabularies :2Ecology IIWorksheets :3Vocabularies :2Chemical Formulas and BondingWorksheets :3Chemical ReactionsWorksheets :3Measurements and CalculationsWorksheets :3Protection, Reproduction and CooperationWorksheets :3Vocabularies :2Moving and Controlling the BodyWorksheets :3Vocabularies :3Providing Fuel and TransportationWorksheets :4Vocabularies :3Food Chains and Food WebsWorksheets :3Vocabularies :2Six Kingdoms of LifeWorksheets :3Vocabularies :3Plate TectonicsWorksheets :3Vocabularies :3Cell TransportWorksheets :2Vocabularies :2Work, Power & Simple MachinesWorksheets :3Vocabularies :2EarthquakesWorksheets :3Vocabularies :3Pond MicrolifeWorksheets :3Vocabularies :3Chromosomes, Genes and DNAWorksheets :3Vocabularies :3MitosisWorksheets :2Vocabularies :2The Study of HeredityWorksheets :2Vocabularies :2Our Solar SystemWorksheets :3Vocabularies :2Earth`s SurfaceWorksheets :3Vocabularies :3Properties and States of MatterWorksheets :4Vocabularies :3Earth`s ClimateWorksheets :3Vocabularies :3Photosynthesis and RespirationWorksheets :3Vocabularies :2RocksWorksheets :3Vocabularies :2VolcanoesWorksheets :3Vocabularies :3MeiosisWorksheets :3Vocabularies :3Forces and MotionWorksheets :3Vocabularies :2Energy: Forms and ChangesWorksheets :3Vocabularies :3SoundWorksheets :3Vocabularies :4Light and OpticsWorksheets :4Vocabularies :3Elements and the periodic tableWorksheets :3Vocabularies :2Chemical ReactionsWorksheets :3Vocabularies :3Atoms and Chemical BondingWorksheets :3Vocabularies :2

Integration of Knowledge and Ideas

RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

UT.CC.WHST.6-8. Writing Standards for Literacy in Science and Technical Subjects

Production and Distribution of Writing

WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Research to Build and Present Knowledge

WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Text Types and Purposes

WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
WHST.6-8.2(a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
WHST.6-8.2(f) Provide a concluding statement or section that follows from and supports the information or explanation presented.

UT.I. Students will understand the nature of changes in matter.

I.1. Describe the chemical and physical properties of various substances.

I.1.a. Differentiate between chemical and physical properties.
I.1.b. Classify substances based on their chemical and physical properties (e.g., reacts with water, does not react with water, flammable or nonflammable, hard or soft, flexible or nonflexible, evaporates or melts at room temperature).
I.1.c. Investigate and report on the chemical and physical properties of a particular substance.

I.2. Observe and evaluate evidence of chemical and physical change.

I.2.a. Identify observable evidence of a physical change (e.g., change in shape, size, phase).
I.2.b. Identify observable evidence of a chemical change (e.g., color change, heat or light given off, change in odor, gas given off).
I.2.c. Observe and describe chemical reactions involving atmospheric oxygen (e.g., rust, fire, respiration, photosynthesis).
I.2.d. Investigate the effects of chemical change on physical properties of substances (e.g., cooking a raw egg, iron rusting, polymerization of a resin).

I.3. Investigate and measure the effects of increasing or decreasing the amount of energy in a physical or chemical change, and relate the kind of energy added to the motion of the particles.

I.3.a. Identify the kinds of energy (e.g., heat, light, sound) given off or taken in when a substance undergoes a chemical or physical change.
I.3.b. Relate the amount of energy added or taken away from a substance to the motion of molecules in the substance.
I.3.d. Cite evidence showing that heat may be given off or taken in during a chemical change (e.g., striking a match, mixing vinegar and antacid, mixing ammonium chloride and water).
I.3.e. Plan and conduct an experiment, and report the effect of adding or removing energy on the chemical and physical changes.

I.4. Identify the observable features of chemical reactions.

I.4.a. Identify the reactants and products in a given chemical change and describe the presence of the same atoms in both the reactants and products.
I.4.b. Cite examples of common significant chemical reactions (e.g., photosynthesis, respiration, combustion, rusting) in daily life.
I.4.d. Experiment with variables affecting the relative rates of chemical changes (e.g., heating, cooling, stirring, crushing, concentration).

UT.II. Students will understand that energy from sunlight is changed to chemical energy in plants, transfers between living organisms, and that changing the environment may alter the amount of energy provided to living organisms.

II.1. Compare ways that plants and animals obtain and use energy.

II.1.a. Recognize the importance of photosynthesis in using light energy as part of the chemical process that builds plant materials.
II.1.b. Explain how respiration in animals is a process that converts food energy into mechanical and heat energy.
II.1.c. Trace the path of energy from the sun to mechanical energy in an organism (e.g., sunlight - light energy to plants by photosynthesis to sugars - stored chemical energy to respiration in muscle cell - usable chemical energy to muscle contraction- mechanical energy).

II.2. Generalize the dependent relationships between organisms.

II.2.a. Categorize the relationships between organisms (i.e., producer/consumer/decomposer, predator/prey, mutualism/parasitism) and provide examples of each.
II.2.b. Use models to trace the flow of energy in food chains and food webs.
II.2.c. Formulate and test a hypothesis on the effects of air, temperature, water, or light on plants (e.g., seed germination, growth rates, seasonal adaptations).

II.3. Analyze human influence on the capacity of an environment to sustain living things.

II.3.a. Describe specific examples of how humans have changed the capacity of an environment to support specific life forms (e.g., people create wetlands and nesting boxes that increase the number and range of wood ducks, acid rain damages amphibian eggs and reduces population of frogs, clear cutting forests affects squirrel populations, suburban sprawl reduces mule deer winter range thus decreasing numbers of deer).
II.3.b. Distinguish between inference and evidence in a newspaper or magazine article relating to the effect of humans on the environment.
II.3.c. Infer the potential effects of humans on a specific food web.
II.3.d. Evaluate and present arguments for and against allowing a specific species of plant or animal to become extinct, and relate the argument to the of flow energy in an ecosystem.

UT.III. Students will understand the processes of rock and fossil formation.

III.1. Compare rocks and minerals and describe how they are related.

III.1.a. Recognize that most rocks are composed of minerals.
III.1.b. Observe and describe the minerals found in rocks (e.g., shape, color, luster, texture, hardness).
III.1.c. Categorize rock samples as sedimentary, metamorphic, or igneous.

III.2. Describe the nature of the changes that rocks undergo over long periods of time.

III.2.a. Diagram and explain the rock cycle.
III.2.b. Describe the role of energy in the processes that change rock materials over time.
III.2.c. Use a model to demonstrate how erosion changes the surface of Earth.
III.2.d. Relate gravity to changes in Earth's surface.
III.2.f. Describe and model the processes of fossil formation.

III.3. Describe how rock and fossil evidence is used to infer Earth's history.

III.3.a. Describe how the deposition of rock materials produces layering of sedimentary rocks over time.
III.3.b. Identify the assumptions scientists make to determine relative ages of rock layers.
III.3.d. Research how fossils show evidence of the changing surface of the Earth.
III.3.e. Propose why more recently deposited rock layers are more likely to contain fossils resembling existing species than older rock layers.

III.4. Compare rapid and gradual changes to Earth's surface.

III.4.a. Describe how energy from the Earth's interior causes changes to Earth's surface (i.e., earthquakes, volcanoes).
III.4.b. Describe how earthquakes and volcanoes transfer energy from Earth's interior to the surface (e.g., seismic waves transfer mechanical energy, flowing magma transfers heat and mechanical energy).
III.4.c. Model the process of energy buildup and release in earthquakes.
III.4.d. Investigate and report possible reasons why the best engineering or ecological practices are not always followed in making decisions about building roads, dams, and other structures.
III.4.e. Model how small changes over time add up to major changes to Earth's surface.

UT.IV. Students will understand the relationships among energy, force, and motion.

IV.1. Investigate the transfer of energy through various materials.

IV.1.a. Relate the energy of a wave to wavelength.
IV.1.b. Compare the transfer of energy (i.e., sound, light, earthquake waves, heat) through various mediums.
IV.1.d. Compare the transfer of heat by conduction, convection, and radiation and provide examples of each.

IV.2. Examine the force exerted on objects by gravity.

IV.2.a. Distinguish between mass and weight.
IV.2.e. Engineer (design and build) a machine that uses gravity to accomplish a task.

IV.3. Investigate the application of forces that act on objects, and the resulting motion.

IV.3.a. Calculate the mechanical advantage created by a lever.
IV.3.b. Engineer a device that uses levers or inclined planes to create a mechanical advantage.
IV.3.c. Engineer a device that uses friction to control the motion of an object.
IV.3.e. Investigate the principles used to engineer changes in forces and motion.

IV.4. Analyze various forms of energy and how living organisms sense and respond to energy.

IV.4.a. Analyze the cyclic nature of potential and kinetic energy (e.g., a bouncing ball, a pendulum).
IV.4.b. Trace the conversion of energy from one form of energy to another (e.g., light to chemical to mechanical).
IV.4.c. Cite examples of how organisms sense various types of energy.
IV.4.d. Investigate and report the response of various organisms to changes in energy (e.g., plant response to light, human response to motion, sound, light, insects' response to changes in light intensity).
IV.4.e. Investigate and describe how engineers have developed devices to help us sense various types of energy (e.g., seismographs, eyeglasses, telescopes, hearing aids).

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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