I was never asked whether the standards, as a whole, should be adopted. I would send an email voicing such an opinion, to Ricky Scott: richard.scott@school.utah.gov, and contact school board members by going to http://schoolboard.utah.gov/board-members-2
Utah Science with Engineering Education (SEEd) Standards Grade 6-8 Draft 30-day Public Review
1. Geographic Information for Reviewer
City/Town of Residence
State
2. Background Information: (indicate the primary role in which you are
reviewing these Standards, you may only select one choice.)
___ Current Science Teacher in Grades 6-8
___ Current Teacher in Grades K-5
___ Current Science Teacher in Grades 9-12
___ Current Teacher in subject area other than science
___ Retired Science Teacher
___ Retired Teacher in subject area other than science
___ Preservice Teacher
_X_ Parent
___ School Administrator
___ District Administrator
___ University Faculty
___ Informal Science Education Team Member
___ Vendor
___ General Member of the Public
___ Other (please specify)
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Utah Science with Engineering Education (SEEd) Standards Grade 6-8 Draft 30-day Public Review
Selection of Grade Level for Comments
Please select the grade level that you would like to review. You will have
an opportunity to give feedback on multiple grade levels during this
survey if you so desire.
3. Please let us know which core standards you are commenting upon. If
your grade level is not listed, there is not a draft created yet for
review.
_X_ 6th Grade UT SEEd Draft
___ 7th Grade UT SEEd Draft
___ 8th Grade UT SEEd Draft
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Utah Science with Engineering Education (SEEd) Standards Grade 6-8 Draft 30-day Public Review
6th Grade UT SEEd Draft
Please respond to each question, and include comments to support your response.
Narrative responses are limited to 1000 characters including spaces. You will not be notified of your character count until you submit the page.
4. This statement is based on the 6th Grade Introduction Page.
___ I have read the 6th Grade Introduction Page and I approve of it as written. Needs to include the concept of falsification.
Toward the end of the first paragraph, it says ". . . they must participate in the three dimensions of
science. They should observe, inquire, question, formulate and test hypotheses, analyze data, report, and evaluate findings." It makes it sound like the three dimensions of science are those 7 items listed after it. Of course, as you read on, you find the three dimensions of science. I wonder at the organization here. It is confusing.
_X_ I have read the 6th Grade Introduction Page and I approve with the
following comments/suggestions for improvement.
___ I have read the 6th Grade Introduction Page and I do not approve and offer
the following comments/suggestions improvement.
Comments/Suggestions (please reference specific sentences where appropriate):
5. This statement is based on Strand 1 of the 6th Grade SEEd Standards.
_X_ I have read Strand 1 and I approve of it as written.
___ I have read Strand 1 and I approve with the following comments/suggestions
for improvement.
___ I have read Strand 1 and I do not approve and offer the following
comments/suggestions for improvement.
Comments/Suggestions (please reference specific sentences where appropriate):
6. This statement is based on Strand 2 of the 6th Grade SEEd Standards.
_X_ I have read Strand 2 and I approve of it as written. I can't help but noting that these standards are written in such a way as to be inaccessible to the common person (read here, parent). Obviously, they are written for science teachers, and are just an over arching structure that the individual science teachers will have to fill out. However, terms are so vague as to convey little meaning. I understand the terminology but don't really know what you are driving at. I have a doctorate, so I'm not exactly stupid.
___ I have read Strand 2 and I approve with the following comments/suggestions
for improvement.
___ I have read Strand 2 and I do not approve and offer the following
comments/suggestions for improvement.
Comments/Suggestions (please reference specific sentences where appropriate):
7. This statement is based on Strand 3 of the 6th Grade SEEd Standards. Certainly this information is an important science topic. However, 6.3.4--how the natural greenhouse is necessary to maintaining life on earth--we all know where this is leading. Global warming. Is it possible to teach this in a neutral manner without politicizing it? Can't we just stick to facts, testing hypothesis, without teaching man-made global warming as a "fact"?
___ I have read Strand 3 and I approve of it as written.
___ I have read Strand 3 and I approve with the following comments/suggestions
for improvement.
_X_ I have read Strand 3 and I do not approve and offer the following
comments/suggestions for improvement.
Comments/Suggestions (please reference specific sentences where appropriate):
8. This statement is based on Strand 4 of the 6th Grade SEEd Standards. Again, we are going political here. These standards are not telling the full story. If these standards are adopted, where do the science teachers go for ideas to implement the standards? I just don't think we want to be pushing environmentalism in 6th grade. I have to wonder, is this all that will be taught in 6th grade: solar system, energy/matter, greenhouse affect, and environmentalist??? Where is the rest of the science curriculum? It seems like the bulk of science topics are political topics.
___ I have read Strand 4 and I approve of it as written.
___ I have read Strand 4 and I approve with the following comments/suggestions
for improvement.
_X_ I have read Strand 4 and I do not approve and offer the following
comments/suggestions for improvement.
Comments/Suggestions (please reference specific sentences where appropriate):
* 9. Would you like to make comments on the 7th and/or 8th grade SEEd
standard drafts?
_X_ Yes
___ No
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Utah Science with Engineering Education (SEEd) Standards Grade 6-8 Draft 30-day Public Review
Selection of Grade Level for Comments
Please select the grade level that you would like to review. You will have an opportunity to give feedback on multiple grade levels during this survey if you so desire.
10. Please let us know which core standards you are commenting upon. If
your grade level is not listed, there is not a draft created yet for
review.
___ 6th Grade UT SEEd Draft
_X_ 7th Grade UT SEEd Draft
___ 8th Grade UT SEEd Draft
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Utah Science with Engineering Education (SEEd) Standards Grade 6-8 Draft 30-day Public Review
7th Grade UT SEEd Draft
Please respond to each question, and include comments to support your response.
Narrative responses are limited to 1000 characters including spaces. You will not be notified of your character count until you submit the page.
11. This statement is based on the 7th Grade Introduction Page. "Evidence for the evolutionary histories of life on Earth is provided in Earth itself through the fossil record and organism development." Could that be reworded: Evidence for and against evolutionary histories . . . ? There are so many holes in evolutionary theory. Can they at least be discussed? It is a theory--it can't be proven except by extrapolation of limited observations.
___ I have read the 7th Grade Introduction Page and I approve of it as written.
_X_ I have read the 7th Grade Introduction Page and I approve with the
following comments/suggestions for improvement.
___ I have read the 7th Grade Introduction Page and I do not approve and offer
the following comments/suggestions improvement.
Comments/Suggestions (please reference specific sentences where appropriate):
12. This statement is based on Strand 1 of the 7th Grade SEEd Standards.
_X_ I have read Strand 1 and I approve of it as written.
___ I have read Strand 1 and I approve with the following comments/suggestions
for improvement.
___ I have read Strand 1 and I do not approve and offer the following
comments/suggestions for improvement.
Comments/Suggestions (please reference specific sentences where appropriate):
13. This statement is based on Strand 2 of the 7th Grade SEEd Standards. As a particular identifiable entity the "geologic column" is a myth. It doesn't exist but almost anyone you talk to believes it does. Why is that? There are way too many assumptions here. The fossil record should be taught, but complete geologic column doesn't exist. The proposed geologic column is an assimilation of fossil records and is based on assumptions and should be taught as such.
___ I have read Strand 2 and I approve of it as written.
___ I have read Strand 2 and I approve with the following comments/suggestions
for improvement.
_X_ I have read Strand 2 and I do not approve and offer the following
comments/suggestions for improvement.
Comments/Suggestions (please reference specific sentences where appropriate):
14. This statement is based on Strand 3 of the 7th Grade SEEd Standards. I actually like this one. It is more understandable and better based in science. Cells are amazing.
_X_ I have read Strand 3 and I approve of it as written.
___ I have read Strand 3 and I approve with the following comments/suggestions
for improvement.
___ I have read Strand 3 and I do not approve and offer the following
comments/suggestions for improvement.
Comments/Suggestions (please reference specific sentences where appropriate):
15. This statement is based on Strand 4 of the 7th Grade SEEd Standards. Where to begin. No one argues that evolution (micro evolution) exists. Things do change over time. However, to explain the diversity of life based on evolution can't be done. Again, there are too many holes in evolutionary theory to provide an adequate explanation of life on earth. I think the only reason scientists keep trying to make things fit is because they don't have another explanation. Maybe they need to be looking for a new theory. Teach evolutionary theory, but include the pros and cons. Teach it critically and not as fact.
___ I have read Strand 4 and I approve of it as written.
___ I have read Strand 4 and I approve with the following comments/suggestions
for improvement.
_X_ I have read Strand 4 and I do not approve and offer the following
comments/suggestions for improvement.
Comments/Suggestions (please reference specific sentences where appropriate):
16. This statement is based on Strand 5 of the 7th Grade SEEd Standards. Where to begin. No one argues that evolution (micro evolution) exists. Things do change over time. However, to explain the diversity of life based on evolution can't be done. Again, there are too many holes in evolutionary theory to provide an adequate explanation of life on earth. I think the only reason scientists keep trying to make things fit is because they don't have another explanation. Maybe they need to be looking for a new theory. Teach evolutionary theory, but include the pros and cons. Teach it critically and not as fact.
___ I have read Strand 5 and I approve of it as written.
___ I have read Strand 5 and I approve with the following comments/suggestions
for improvement.
_X_ I have read Strand 5 and I do not approve and offer the following
comments/suggestions for improvement.
Comments/Suggestions (please reference specific sentences where appropriate):
* 17. Would you like to make comments on the 6th and/or 8th grade SEEd
standard drafts?
_X_ Yes
___ No
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Utah Science with Engineering Education (SEEd) Standards Grade 6-8 Draft 30-day Public Review
Selection of Grade Level for Comments
Please select the grade level that you would like to review. You will have an opportunity to give feedback on multiple grade levels during this survey if you so desire.
18. Please let us know which core standards you are commenting upon. If
your grade level is not listed, there is not a draft created yet for
review.
___ 6th Grade UT SEEd Draft
___ 7th Grade UT SEEd Draft
_X_ 8th Grade UT SEEd Draft
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Utah Science with Engineering Education (SEEd) Standards Grade 6-8 Draft 30-day Public Review
8th Grade UT SEEd Draft
Please respond to each question, and include comments to support your response.
Narrative responses are limited to 1000 characters including spaces. You will not be notified of your character count until you submit the page.
19. This statement is based on the 8th Grade Introduction Page. I hope this is not going back to environmental indoctrination.
___ I have read the 8th Grade Introduction Page and I approve of it as written.
_X_ I have read the 8th Grade Introduction Page and I approve with the
following comments/suggestions for improvement.
___ I have read the 8th Grade Introduction Page and I do not approve and offer
the following comments/suggestions improvement.
Comments/Suggestions (please reference specific sentences where appropriate):
20. This statement is based on Strand 1 of the 8th Grade SEEd Standards. I question why 8.1.4 is included. This strand starts out about atoms, etc. but then digresses into social commentary. It seems more social science and not foundational science. I think more important topics should be included rather than the impact of synthetic materials on society and the earth.
___ I have read Strand 1 and I approve of it as written.
_X_ I have read Strand 1 and I approve with the following comments/suggestions
for improvement.
___ I have read Strand 1 and I do not approve and offer the following
comments/suggestions for improvement.
Comments/Suggestions (please reference specific sentences where appropriate):
21. This statement is based on Strand 2 of the 8th Grade SEEd Standards.
_X_ I have read Strand 2 and I approve of it as written.
___ I have read Strand 2 and I approve with the following comments/suggestions
for improvement.
___ I have read Strand 2 and I do not approve and offer the following
comments/suggestions for improvement.
Comments/Suggestions (please reference specific sentences where appropriate):
22. This statement is based on Strand 3 of the 8th Grade SEEd Standards.
_X_ I have read Strand 3 and I approve of it as written.
___ I have read Strand 3 and I approve with the following comments/suggestions
for improvement.
___ I have read Strand 3 and I do not approve and offer the following
comments/suggestions for improvement.
Comments/Suggestions (please reference specific sentences where appropriate):
23. This statement is based on Strand 4 of the 8th Grade SEEd Standards. Certainly we need to be conservative on our consumption of resources, but this is not a place for this discussion. What does this really have to do with science? Political issues, like Man-made Global Warming and environmentalism is a subject for another time and place. I doubt that, as stated in this standard, that it would be handled in a scientific and neutral manner.
___ I have read Strand 4 and I approve of it as written.
___ I have read Strand 4 and I approve with the following comments/suggestions
for improvement.
_X_ I have read Strand 4 and I do not approve and offer the following
comments/suggestions for improvement.
Comments/Suggestions (please reference specific sentences where appropriate):
* 24. Would you like to make comments on the 6th and/or 7th grade SEEd
standard drafts?
___ Yes
_X_ No
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Utah Science with Engineering Education (SEEd) Standards Grade 6-8 Draft 30-day Public Review
Thank you for completing the online Public Review for the Grade 6-8 SEEd Standards. The USOE is currently engaged in the process of science 6-8 core standards revision.
Once the 30-Day Public Review has concluded, the teacher writing teams for science grades 6-8 will reconvene to respond to comments and revise the draft accordingly.
Thank you for taking time to provide your feedback and supporting the process of developing and improvement of the science standards that prepare Utah students to be college and career ready.
We do not expect to start working on grades K-5 or 9-12 until the standards for 6-8 are approved by the Utah State Board of Education. The earliest that we would start soliciting for writing team members is projected for Winter of 2016.
Thank you again,
Ricky Scott
Utah State Office of Education
K-12 Science Specialist
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