DA Objective 1: Storage

6th Grade

e. Represent a single data set in multiple ways using words, symbols, manipulatives, charts, diagrams, and visuals.

DA Objective 2: Collection, Visualization, and Transformation

K-2

a: Collect and present data in various formats.

3rd Grade

b. Organize and present collected data visually to highlight relationships and support a claim.

4th Grade

c. Select, organize, and categorize data and represent that data visually to provide clarity or support a claim.

5th-6th Grade

d: Organize and share collected data visually using computational tools to highlight relationships and support a claim.

DA Objective 3: Inference and Models

K-2

a: Identify and describe patterns in data visualizations (unplugged or digital), such as charts or graphs, to make predictions.

3rd-4th Grade

b: Use data to communicate ideas, highlight and/or propose relationships, or predict outcomes.

5th-6th Grade

c: Prioritize, analyze and use data to communicate ideas, highlight relationships and predict outcomes.

Kindergarten

Science

Standard K.1.1

Obtain evaluate, and communicate information nabout local, observable weather conditions to describe patterns over time. Emphasize the students' collection and sharing of data. Examples of data could include sunny, cloudy, windy, rainy, cold, or warm.

Standard K.3.2

Analyze data to determine how a design solution causes a change in th speed or direction of an object with a push or a pull. Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, or knock down other objects.

1st Grade

Math

Standard 1.MD.4

Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Science

Standard 1.1.3

Design a device that measures the varying patterns of daylight. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. Examples could include sundials for telling the time or tracking the movement of shadows throughout the day.

Standard 1.3.4

Design a device in which the structure of the device uses light or sound to solve the problem of communicating over a distance. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. Examples of devices could include a light source to send signals, paper-cup-and-string telephones, or a pattern of drum beats.

2nd Grade

Science

Standard 2.1.3

Design solutions to slow or prevent wind or water from changing the shape of land. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. Examples of solutions could include retaining walls, dikes, windbreaks, shrubs, trees, and grass to hold back wind, water, and land.

Standard 2.2.4

Design a solution to a human problem by mimicking the structure and function of plants and/or animals and how they use their external parts to help them survive, grow, and meet their needs. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. Examples could include a human wearing a jacket to mimic the fur of an animal or a webbed foot to design a better swimming fin.

Standard 2.3.1

Plan and carry out an investigation to classify different kinds of materials based on patterns in their observable properties. Examples could include sorting materials based on similar properties such as strength, color, flexibility, hardness, texture, or whether the materials are solids or liquids.

Standard 2.3.4

Obtain, evaluate, and communicate information about changes in matter caused by heating or cooling. Emphasize that some changes can be reversed and some cannot. Examples of reversible changes could include freezing water or melting crayons. Examples of irreversible changes could include cooking an egg or burning wood.

Math

Standard 2.MD.9

Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

Standard 2.MD.10

Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and comparison problems using information presented in a bar graph.

3rd Grade

Science

Standard 3.1.1

Analyze and interpret data to reveal patterns that indicate typical weather conditions expected during a particular season. Emphasize students gathering data in a variety of ways and representing data in tables and graphs. Examples of data could include temperature, precipitation, or wind speed.

Standard 3.1.3

Design a solution that reduces the effects of a weather-related hazard. Define the problem, identify criteria and constraints, develop possible solutions, analyze data from testing solutions, and propose modifications for optimizing a solution. Examples could include barriers to prevent flooding or wind-resistant roofs.

Standard 3.2.2

Analyze and interpret data to identify patterns of traits that plants and animals have inherited from parents. Emphasize the similarities and differences in traits between parent organisms and offspring and variation of traits in groups of similar organisms.

Standard 3.3.5

Design a solution to a problem in which a device functions by using scientific ideas about magnets. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data from testing solutions, and propose modifications for optimizing a solution. Examples could include a latch or lock used to keep a door shut or a device to keep two moving objects from touching each other.

Math

Standard 3.MD.3

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent five pets.

Standard 3.MD.4

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.

4th Grade

Math

Standard 4.MD.2b

Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Standard 4.MD.4

Make a line plot to display a data set of measurements in fractions of a unit (halves, quarters, and eighths). Solve problems involving addition and subtraction with like denominators of fractions by using information presented in line plots. For example, use a line plot to find and interpret the difference in length between the longest and shortest pencils in a classroom.

Science

Standard 4.1.3

Analyze and interpret data from fossils to provide evidence of the stability and change in organisms and environments from long ago. Emphasize using the structures of fossils to make inferences about ancient organisms. Examples of fossils and environments could include comparing a trilobite with a horseshoe crab in an ocean environment or using a fossil footprint to determine the size of a dinosaur.

Standard 4.2.4

Design a device that converts energy from one form to another. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data from testing solutions, and propose modifications for optimizing a solution. Emphasize identifying the initial and final forms of energy. Examples could include solar ovens that convert light energy to heat energy or a simple alarm system that converts motion energy into sound energy.

Standard 4.4.2

Analyze and interpret data of observable patterns to show that Earth rotates on its axis and revolves around the Sun. Emphasize patterns that provide evidence of Earth’s rotation and orbits around the Sun. Examples of patterns could include day and night, daily changes in length and direction of shadows, and seasonal appearance of some stars in the night sky. Earth’s seasons and its connection to the tilt of Earth’s axis will be taught in Grades 6 through 8.

5th Grade

Math

Standard 5.MD.2

Make a line plot to display a data set of measurements in fractions of a unit (halves, quarters, eighths). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given graduated cylinders with different measures of liquid in each, find the amount of liquid each cylinder would contain if the total amount in all the cylinders were redistributed equally.

Standard 5.G.2

Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Science

Standard 5.1.1

Analyze and interpret data to describe patterns of Earth’s features. Emphasize most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans while major mountain chains may be found inside continents or near their edges. Examples of data could include maps showing locations of mountains on continents and the ocean floor or the locations of volcanoes and earthquakes. (ESS2.B)

Standard 5.1.3

Ask questions to plan and carry out investigations that provide evidence for the effects of weathering and the rate of erosion on the geosphere. Emphasize weathering and erosion by water, ice, wind, gravity, or vegetation. Examples could include observing the effects of cycles of freezing and thawing of water on rock or changing the slope in the downhill movement of water. (ESS2.A, ESS2.E)

Standard 5.2.2

Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances. Examples of properties could include color, hardness, conductivity, solubility, or a response to magnetic forces. Examples of substances could include powders, metals, minerals, or liquids. (PS1.A)

Standard 5.3.2

Obtain, evaluate, and communicate information that animals obtain energy and matter from the food they eat for body repair, growth, and motion and to maintain body warmth. Emphasize that the energy used by animals was once energy from the Sun. Cellular respiration will be taught in Grades 6 through 8. (PS3.D, LS1.C)

6th Grade

Math

Standard 6.SP.2

Understand that a set of data collected to answer a statistical question has a distribution that can be described by its center, spread/range and overall shape.

Standard 6.SP.3

Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

Standard 6.SP.4

Display numerical data in plots on a number line, including dot plots, histograms, and box plots. Choose the most appropriate graph/plot for the data collected.

Standard 6.SP.5

Summarize numerical data sets in relation to their context, such as by:

1. Reporting the number of observations.

2. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

3. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

4. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

Science

Standard 6.1.3

Use computational thinking to analyze data and determine the scale and properties of objects in the solar system. Examples of scale could include size and distance. Examples of properties could include layers, temperature, surface features, and orbital radius. Data sources could include Earth and space-based instruments such as telescopes and satellites. Types of data could include graphs, data tables, drawings, photographs, and models.

Standard 6.2.3

Plan and carry out an investigation to determine the relationship between temperature, the amount of heat transferred, and the change of average particle motion in various types or amounts of matter. Emphasize recording and evaluating data, and communicating the results of the investigation.

Standard 6.2.4

Design an object, tool, or process that minimizes or maximizes heat energy transfer. Identify criteria and constraints, develop a prototype for iterative testing, analyze data from testing, and propose modifications for optimizing the design solution. Emphasize demonstrating how the structure of differing materials allows them to function as either conductors or insulators.

Standard 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.

Standard 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.