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Utah Sixth Grade Science Core Curriculum

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This page is under construction, replacing the previous standards with the new SEEd Standards. You can find the old Standards here.

Strand 6.1: Structure and Motion Within the Solar System

>>> Teacher's Guide to Strand 6.1

Strand 6.2: Energy Affects Matter

Strand 6.3: Earth's Weather Patterns and Climate

  • UT.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.
    A Model of the Water Cycle video, ClosedCaptions, checked
    Building a Rain Gauge, part 1 video, checked
    Building a Rain Gauge, part 2 video, checked
    Cloud Formation, part 1 video, ClosedCaptions, checked
    Cloud Formation, part 2 video
    Heartless Plants video, ClosedCaptions, checked
    Making a Solar Still video
    The Water Cycle video, checked

  • UT.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.

  • UT.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.

  • UT.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.

Strand 6.4: Stability and Change in Ecosystems

  • UT.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.
    Food Web Tag text page

  • UT.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.

  • UT.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.
    Scavengers and Decomposers video, free, ClosedCaptions, Updated
    Secondary Consumers video, free, ClosedCaptions, Updated, checked
    Producers video, free, Updated, checked
    Primary Consumers video, ClosedCaptions, Updated, checked
    Food Web Tag text page
    What is a Food Web? text page, free, checked

  • UT.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.
    Food Web Tag text page

  • UT.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.

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