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Our Science department has crafted a series of "I Can" statements intended to give each student clear and measurable learning goals. Each "I Can" statement references the Utah core curriculum for Science, which you can review here.
- 7th grade
- 8th grade
- 9th grade Biology
- 9th grade Earth Systems
Integrated Science 7 "I Can" Statements
Term 1
1. I can explain how science is useful in my everyday life.
2. I can plan and conduct an experiment using standard scientific methods and report my findings in a lab write-up. [ILO 1.e.1]
3. I can differentiate between independent, dependent, and controlled variables. [ILO 1.e.2]
4. I can explain the difference between an observed fact and an inference. [ILO 1.f 1]
5. I can measure the mass and volume of an object and calculate its density. [7.I.2.1]
6. I can model how particles of matter move in the different states of matter. [7.I.3.1]
7. I can predict how particles of matter move during osmosis and diffusion. [7.I.3.2]
8. I can discuss how ideas about the atom have changed from ancient times to current atomic theory as new information was discovered. [7.I.1.1]
9. I can assemble molecules using model atoms and bonds. [7.I.1.2]
10. I can compare and contrast the properties of the layers of the Earth and atmosphere. [7.II.2.1]
11. I can predict how materials sort based on their density. [7.II.1.1]
12. I can distinguish the characteristics that separate a living organism from a non-living object. [7.V.1.1]
Term 2
13. I can use a taxonomic key or field guide to identify a living organism. [7.V.3.1]
14. I can develop a classification system and explain why having a classification system is useful. [7.V.2.1]
15. I can prepare a microscope slide and use a microscope to view very small organisms. [7.V.1.2]
16. I can explain the structure and function of basic cell organelles. [7.III.1.1]
17. I can compare and contrast the structure of plant cells and animal cells. [7.III.1.2]
18. I can arrange cells, tissue, organs, and organisms by level of organization. [7.III.2.1]
19. I can describe the structure and function of major organs in each system of the body. [7.III.2.2]
20. I can assess the advantages and disadvantages of sexual and asexual reproduction. [7.IV.1.1]
21. I can explain how dominant and recessive traits are passed from parents to offspring. [7.IV.1.2]
22. I can differentiate between acquired traits and inherited traits. [7.IV.2.1]
23. I can analyze how organisms adapt to their environment through natural selection. [7.IV.2.2]
24. I can give examples of how humans have used artificial selection to modify domestic plants and animals. [7.IV.2.3]
Each number in brackets references the 7th grade Science Utah core curriculum which you can view here.
Download a pdf of these "I Can" statements here.
Integrated Science 8 "I Can" Statements
First Semester
Students will explain how energy inside the earth changes the earth’s surface.
☐E1 I can explain the theory of plate tectonics.
☐E2 I can demonstrate how convection causes the plates to move.
☐E3 I can explain how the energy from earthquakes can cause changes in the earth’s surface.
☐E4 I can explain how the energy from volcanoes can cause changes in the earth’s surface.
☐E5 I can identify the basic parts of a wave.
☐E6 I can explain how energy is transferred through transverse and longitudinal waves.
☐E7 I can explain how the energy of a wave is related to it wavelength.
☐E8 I can compare the transfer of energy through various mediums.
☐E9 I can describe how energy spreads out from the energy source.
Students will observe, describe, and identify the minerals found in rocks.
☐E10 I can list the 5 criteria for classifying a substance as a mineral.
☐E11 I can classify substances as minerals or non-minerals.
☐E12 I can define and explain how to identify the properties of minerals; i.e., hardness, luster, streak, crystal form, and cleavage.
☐E13 I can use the properties of minerals and a taxonomic key to identify a specific mineral.
☐E14 I can name 10 economically important minerals and explain their uses.
☐E15 I can compare rocks and minerals and describe how they are related.
Students will categorize rock samples as sedimentary, metamorphic, or igneous.
☐E16 I can describe the formation of sedimentary rocks.
☐E17 I can use the characteristics of sedimentary rocks to determine if a given rock is sedimentary.
☐E18 I can describe the formation of intrusive and extrusive igneous rocks.
☐E19 I can use the characteristics of igneous rocks to determine if a given rock is igneous.
☐E20 I can describe the formation of metamorphic rocks.
☐E21 I can use the characteristics of metamorphic rocks to determine if a given rock is metamorphic.
Students will diagram and explain the rock cycle.
☐E22 I can trace multiple paths through the rock cycle and explain how the changes from one rock type to another occur.
☐E23 I can explain the role of heat and pressure in the rock cycle.
☐E24 I can explain the role of mechanical energy in the rock cycle.
☐E25 I can explain how weathering and erosion produce and transport sediments.
☐E26 I can identify some geologic features produced by weathering and erosion.
☐E27 I can compare rapid and gradual changes to Earth’s surface.
Students will describe how rock and fossil evidence is used to infer Earth’s history.
☐E28 I can explain the deposition of rock layers in horizontal layers over time.
☐E29 I can describe how fossils are formed.
☐E30 I can explain how fossils are used to determine the age of the rocks.
☐E31 I can describe how faulting can alter the original structure of rock layers.
☐E32 I can describe how folding can alter the original structure of rock layers.
☐E33 I can describe how weathering and erosion can alter the original structure of rock layers.
☐E34 I can describe how volcanism can alter the original structure of rock layers.
☐E35 I can theorize the relative age of rock formations when given a diagram or picture.
☐E36 I can predict the geologic history of an area by examining the rock layers.
Students will explain physical and chemical characteristics of matter. Students will distinguish between physical and chemical properties and changes.
☐C1 I can distinguish between elements, compounds, and mixtures.
☐C2 I can list the symbols for 24 common elements and when given the symbol, name the corresponding element.
☐C3 I can list the properties of a substance or object and classify them as physical properties or chemical properties.
☐C4 I can explain what is happening at the molecular level when a substances changes from one state to another.
☐C5 I can explain the differences between a chemical change and a physical change.
Students will examine characteristics of chemical changes.
☐C6 I can distinguish between the products and reactants in a chemical reaction.
☐C7 I can explain what influences the rate at which a chemical reaction occurs.
☐C8 I can explain the Law of Conservation of Mass and balance a chemical equation to make sure it follows this law.
☐C9 I can give examples of chemical reactions that impact my life.
☐C10I can identify the kinds of energy produced during a chemical reaction.
☐C11I can classify reactions as exothermic and endothermic.
Second Semester
Students will describe the transfer of energy through various materials via waves.
☐P1 I can describe the transfer of heat by conduction and give examples.
☐P2 I can describe the transfer of heat by convection and give examples.
☐P3 I can describe the transfer of heat by radiation and give examples.
Students will analyze various forms of energy and explain how energy is measured.
☐P4 I can define kinetic energy and give examples.
☐P5 I can define potential energy and give examples.
☐P6 I can diagram the cycle of potential energy and kinetic energy.
☐P7 I can list the different forms of energy.
☐P8 I can trace the conversion of energy from one form of energy to another.
Students will investigate the force exerted on objects by gravity.
☐P9 I can explain the difference between mass and weight.
☐P10 I can explain how mass and distances influences the pull of gravity.
☐P11 I can demonstrate how structures react as the load they support increases.
Students will investigate simple and complex machines.
☐P12 I can describe the 6 types of simple machines.
☐P13 I can explain how simple machines make work easier.
☐P14 I can recognize simple machines found in everyday objects.
☐P15 I can label the parts of a lever.
☐P16 I can calculate the mechanical advantage of a lever.
☐P17 I can describe how friction opposes motion.
☐P18 I can design a device that uses friction to control motion.
☐P19 I can use simple machines to construct a complex machine that completes a given task.
Students will compare the ways that plants and animals obtain and use energy.
☐B1 I can write the formulas for photosynthesis and respiration and explain the significance of these reactions in storing and releasing energy from the sun.
☐B2 I can trace the path of energy from the sun to mechanical energy in an organism.
Students will understand ecological relationships between organisms.
☐B3 I can define the types of symbiotic relationships among organisms.
☐B4 I can classify the relationships between pairs of organisms.
☐B5 I can create and interpret food chains for an ecosystem.
☐B6 I can create and interpret food webs for an ecosystem.
☐B7 I can create and interpret energy pyramids for an ecosystem.
Students will explain how humans impact ecosystems.
☐B8 I can hypothesize how human factors may impact the food webs in an ecosystem.
☐B9 I can hypothesize how environmental factors may impact the food webs in an ecosystem.
☐B10I can define carrying capacity and give examples of factors that increase or decrease carrying capacity.
☐B11I can distinguish between inference and evidence/data in texts that discuss to the environment.
Each number in brackets references the 8th grade Science Utah core curriculum which you can view here.
Download a pdf of these "I Can" statements here.
Biology "I Can" Statements
Students should:
Standard I Obj 1: Explain how energy flows through an ecosystem (I1)
- I can use food chains and webs to show how energy flows through an ecosystem
- I can list and describe the basic trophic levels and use a food pyramid to compare them
- I can describe energy input and output for specific organisms
Obj 2: Explain Cycles of matter and their relationship to organism (I2)
- I can explain how carbon, oxygen, nitrogen, and water cycle through the environment
- I can explain why water is a limiting factor in many environments
Obj 3: Describe interactions among organism and the environment (I3)
- I can differentiate between biotic and abiotic factors in an environment
- I can describe how organisms interact with one another – competition, predator/prey, symbiosis
Standard 5, Obj 3: use classification schemes to group organisms together (V3)
- I can classify organisms using a dichotomous key
- I can use the rules of classification to create a classification system
- I can explain how classification of living organisms was done historically and in modern times
- I can explain how evolutionary relationships are shown in modern classification schemes
How do I decide to be an organ donor or not?
Standard II Obj 1: describe the basic chemistry of living cells (II1)
- I can describe the 3 main ideas of cell theory and its history
- I can list the 4 main types of macromolecules in cells
- I can list the properties of water and describe why these properties are important to cells
Obj 2: describe the flow of energy in cellular function (II2)
- I can differentiate between autotrophic and heterotrophic cells
- I can explain how matter and energy flows through photosynthesis and cellular respiration
Obj 3: differentiate between structure and function of cells and cell parts (II3)
- I can describe the structure and function of cell organelles and parts
- I can describe how the cell membrane regulates transport in and out of cells
Standard III Obj 1: explain the structure and function of organs (III1)
- I can examine describe the levels of complexity in living things
- I can describe the structure and function of organs
- I can compare organs in different types of organisms
Obj 2: explain the structure and function of organ systems (III2)
- I can explain how the function of organs is related to the function of an organ system
- I can describe the structure and function of organ systems
- I can list similarities and differences between organ systems in different types of organisms
How are humans evolving?
Standard IV Obj 1: explain sexual and asexual reproduction (IV1)
- I can differentiate between mitosis and meiosis and explain each one
- I can list and describe the advantages/disadvantages of sexual and asexual reproductive strategies
Obj 2: predict patterns of inheritance in sexually reproducing organisms (IV2)
- I can explain segregation and independent assortment in terms of meiosis
- I can use Mendelian principles to predict patterns of inheritance
- I can use Punnett squares to predict genotypes and phenotypes resulting from crosses that display dominance/recessiveness, incomplete dominance, co-dominance, and sex linked traits
Obj 3: explain the structure and replication of DNA/RNA (IV3)
- I can build a model DNA and explore the history of its discovery
- I can explain the process of protein formation
- I can explain how mutations in DNA change organisms
Standard V Obj 1: explain the mechanisms of evolution (V1)
- I can explain how mutations and recombination influence evolution
- I can explain how genetic variability adds to the potential to adapt to change
- I can describe and give examples of how a species evolves
- I can differentiate between natural and artificial selection
Obj 2: explain the history and theory of evolution (V2)
- I can explain the history of the theory of evolution by natural selection
- I can cite evidence for evolution
What impact do humans have on the world?
- I can describe how humans can impact the cycling of matter, energy, and ecosystems
- I can form educated opinions and debate reproductive bioethical issues
- I can use research methods to find information on modern genetic technologies
Each number in brackets references the Biology Utah core curriculum which you can view here.
Download a pdf of these "I Can" statements here
EARTH SYSTEMS-SEMESTER 1
UNIVERSE
Students will describe the Big Bang Theory and the evidence supporting it
□ U1- I can explain the Doppler Effect
□ U2- I can recognize the spectra of different gases
□ U3- I can describe red shift and blue shift
□ U4- I can determine the motion of a star relative to Earth based on a red or blue shift in the wavelength of light from the star
□ U5- I can describe the Big Bang Theory and the evidence that supports this theory
□ U6- I can explain why ideas about the universe have changed over the years
□ U7- I can give one example of how technology has helped scientists examine the universe
Students will relate the structure and composition of the solar system to the processes that exist in the universe
□ U8- I can explain nuclear fusion
□ U9- I can explain how light elements form in the universe
□ U10- I can explain how heavy elements form in the universe
□ U11- I can compare the life cycle of the sun to the life cycle of other stars
□ U12- I can describe the forces that shape our solar system
Students will describe Earth’s environment that makes life possible
□ U13- I can compare Earth’s atmosphere to those of other planets and moons in the solar system
□ U14- I can compare Earth’s solar energy to that of other planets and moons in the solar system
□ U15- I can compare Earth’s water to that of other planets and moons in the solar system
□ U16- I can compare the conditions that support life on Earth to the conditions on other planets in the solar system
□ U17- I can evaluate evidence for extraterrestrial life
Biosphere
Students will compare how ecosystems are different because of living and nonliving factors
□ B1- I can observe and list abiotic factors in different ecosystems
□ B2- I can observe and list biotic factors in different ecosystems
□ B3- I can predict how an ecosystem will change as a result of changes in abiotic and biotic factors
□ B4- I can explain that energy enters most of Earth’s ecosystems through photosynthesis
□ B5- I can compare the path of energy going through two different ecosystems
□ B6- I can analyze interactions within ecosystems
□ B7- I can plan and conduct an experiment that investigates how abiotic factors influence organisms and how organisms influence the physical environment
Students will observe Earth’s diversity of life as it changes over time
□ B8- I can evaluate the diversity of life in a specific area
□ B9- I can compare different biomes
□ B10- I can explain factors that contribute to extinction
□ B11- I can compare theories and evidence of large-scale extinctions in the past with causes of extinctions today
□ B12- I can explain the importance of biodiversity
□ B13- I can evaluate arguments with regard to maintaining biodiversity
Geosphere
Students will explain the theory of plate tectonics
□ G1- I can describe the location of the major plates and plate boundaries
□ G2- I can explain Alfred Wegener’s continental drift hypothesis and tell why it was not accepted in his time.
□ G3- I can explain and evaluate the evidence for the theory of plate tectonics
□ G4- I can model and compare movements along convergent plates and describe the land-forms that result from this movement
□ G5- I can model and compare movements along divergent plates and describe the land-forms that result from this movement
□ G6- I can model and compare movements along transform plates and describe the land-forms that result from this movement
□ G7- I can identify the energy source that causes plates to move
□ G8- I can demonstrate the movement of materials under the plates
□ G9- I can describe how the movement of plates causes volcanic eruptions
□ G10- I can describe how the movement of plates causes earthquakes
□ G11- I can describe how the movement of plates forms mountains
□ G12- I can explain how the movement of plates can lead to weather and climate changes
□ G13- I can hypothesize how the movement of plates alters biodiversity
□ G14- I can explain how earthquakes and volcanoes can occur at locations other than plate boundaries
EARTH SYSTEMS-SEMESTER 2
Hydrosphere
Students will explain natural water reservoirs and how water moves from one reservoir to another
□ H1- I can identify the reservoirs of Earth’s water cycle and graph the size of these reservoirs
□ H2- I can illustrate the movement of water on Earth and describe how the processes that move water use energy from the sun
Students will explain how to evaluate and manage available freshwater resources
□ H3- I can use knowledge of how water behaves to solve a water pollution problem
□ H4- I can judge the quality of water from a stream
□ H5- I can describe how to make a long-term water use plan
Students will describe the characteristics of oceans and how these characteristics affect life on Earth
□ H6- I can graph how sea level has changed in the past and connect these up’s and down’s to changes in the water cycle
□ H7- I can describe the physical characteristics of the oceans (waves, currents, El Nino, tides)
□ H8- I can find how the physical properties of oceans affect life (salt, depth, tides, and temperature)
□ H9- I can show how energy flows through oceans
□ H10- I can explain how changing sea levels could affect life on Earth
Atmosphere
Students will describe how carbon and oxygen atoms cycle through Earth’s Systems
□ A1- I can diagram the nitrogen cycle
□ A2- I can give examples of human actions that affect the nitrogen cycle
□ A3- I can define ozone and explain how it can be good or bad
□ A4- I can describe the role of living organisms in producing the ozone layer and how ozone protected the first life on Earth
□ A5- I can trace the movement of a carbon atom through the carbon cycle
□ A6- I can compare how fast CO2 is being put into the atmosphere and being removed from it
□ A7- I can show how humans might be changing the carbon cycle
□ A8- I can analyze date relating to the concentration of CO2 in the atmosphere over the past 100 years
□ A9- I can explain how the biosphere interacts with the atmosphere and predict future interactions
□ A10- I can explain how the hydrosphere interacts with the atmosphere and predict future interactions
□ A11- I can explain how the geosphere interacts with the atmosphere and predict future interactions
□ A12- I can research, evaluate, and report on international efforts to protect the atmosphere
Students will describe changes in the sun’s energy as it goes through Earth’s systems
□ A13- I can illustrate the distribution of the sun’s energy as it is reflected, changed into heat, or stored by plants
□ A14- I can describe the pathways for converting and storing light energy as chemical energy
□ A15- I can investigate the conversion of light energy from the sun into heat energy by various Earth materials
□ A16- I can demonstrate how absorbed solar energy leaves the Earth’s system as heat radiating to space
□ A17- I can model how the greenhouse effect slows heat escaping the Earth
□ A18- I can research global changes and relate them to Earth’s systems
Students will understand how energy changes affect weather and climate
□ A19- I can compare climate and weather
□ A20- I can describe how technology monitors changes in climate and weather
□ A21- I can describe the effect of solar energy on climate and weather
□ A22- I can explain how uneven heating helps make the wind blow and helps create the ocean currents
□ A23- I can describe the Coriolis effect and how it influences wind and ocean current patterns
□ A24- I can relate how weather patterns are the result of interactions among ocean currents, air currents, and topography
Each number in brackets references the Biology Utah core curriculum which you can view here.
Download a pdf of these "I Can" statements here for semester 1 and semester 2.
