Core Correlations

The following Programs/Activity Guides have been correlated to the Utah State Office of designascend.com Education Core Curriculum. You can access correlations below by clicking on the Program/Activity Guide you are using, and then either the grade level or subject matter within. The activities that meet that grade or subject matter will be listed.

If you need assistance, please call the online cialis sales'>online cialis sales USEE office at 801-328-1549.

(PLT K-8: 8th Grade: Science) Standard 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...

Objective 1: Compare ways that plants and we recommend viagra cialis animals obtain and use energy.
Indicator a: Recognize the importance of photosynthesis in using light energy as part of the chemical process that builds plant materials.

  • Activity 42: Sunlight and Shades of Green

  • Activity 45: Web of Life


Objective 2: Generalize the dependent relationships between organisms.

  • Activity 24: Nature’s Recyclers

  • Activity 45: Web of Life

  • Activity 48: Field, Forest, and Stream


Indicator a: Categorize the relationship between organisms (i.e., producer/consumer/decomposer, predator/prey, mutualism/parasitism) and provide examples of each.

  • Activity 22: Trees As Habitats (indirect)

  • Activity 23: The Fallen Log

  • Activity 24: Nature’s Recyclers

  • Activity 25: Birds and Worms

  • Activity 26: Dynamic Duos


Indicator b: Use models to trace the buying viagra flow of pmstudionews.com energy in food chains and food webs.

  • Activity 45: Web of Life


Indicator 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).

  • Activity 29: Rain Reasons

  • Activity 41: How Plants Grow


Objective 3: Analyze human influence on buy online viagra the capacity of an environment to sustain living things.
Indicator a: Describe specific examples oh 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 100mg levitra'>100mg levitra 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).

  • Activity 50: 400-Acre Wood (indirect)

  • Activity 88: Life on the Edge (indirect)


Indicator b: Distinguish between inference and evidence in a newspaper or magazine article relating to the effect of humans on the environment.

Indicator c: Infer the potential effects of humans on a specific food web.

  • Activity 45: Web of Life


Indicator d: Evaluate and present arguments for and against allowing a specific species of plant or animal to pmstudionews.com become extinct, and relate the argument to the flow of energy in an ecosystem.

  • Activity 88: Life on the Edge

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The Utah Society for Environmental Education (USEE), a 501 (c) 3 nonprofit, has been a statewide leader in promoting high quality environmental education in Utah since 1981. USEE encourages environmental literacy by teaching Utahans how to think, not what to think, about the environment.

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