Standard

Objective

Indicator

Sci-ber Text page

Life Skill

I: Students will understand that water changes state as it moves through the water cycle. 1: Describe the relationship between heat energy, evaporation and condensation of water on Earth.

a. Identify the relative amount and kind of water found in various locations on Earth (e.g., oceans have most of the water, glaciers and snowfields contain most fresh water).

Water, water,everywhere 

Thinking & Reasoning: Knowledge Knows and understands principles of logic and reasoning

b. Identify the sun as the source of energy that evaporates water from the surface of Earth.

Here comes the Sun!

Thinking & Reasoning: Knowledge Knows and understands principles of logic and reasoning.

c. Compare the processes of evaporation and condensation of water.

Hit the Shower!

Thinking & Reasoning: Knowledge Understands the process of accessing background knowledge when organizing information.

d. Investigate and record temperature data to show the effects of heat energy on changing the states of water.

The heat is on

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

2: Describe the water cycle.

a. Locate examples of evaporation and condensation in the water cycle (e.g., water evaporates when heated and clouds or dew forms when vapor is cooled).

The condensed version

Systems Thinking: Knowledge Understands the structure and function of a particular system.

b. Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.

It's raining, it's pouring!

Systems Thinking: Knowledge Understands the structure and function of a particular system.

c. Identify locations that hold water as it passes through the water cycle (e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground water).

Moving on

Systems Thinking: Knowledge Understands the structure and function of a particular system.

d. Construct a model or diagram to show how water continuously moves through the water cycle over time.

The water cycle project

Thinking & Reasoning: Skills Uses a variety of strategies and evidence to construct an argument and to defend a position.

e. Describe how the water cycle relates to the water supply in your community.

The water supply

Systems Thinking: Knowledge Understands the structure and function of a particular system.

Science language you should know and use

 

II: Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns.

1: Observe, measure, and record the basic elements of weather.

a. Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds).

 Cloud watching

Thinking & Reasoning: Skills Compares and contrasts specific abstract or concrete attributes.

b. Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure).

Forcasting the weather

Thinking & Reasoning: Knowledge Understands the process of accessing background knowledge when organizing information.

c. Investigate evidence that air is a substance (e.g., takes up space, moves as wind, temperature can be measured).

Pushing down

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

d. Compare the components of severe weather phenomena to normal weather htm conditions (e.g., thunderstorm with lightning and high winds compared to rainstorm with rain showers and breezes).

Severe weather

Social & Civic: Knowledge Responsibility Knows how to interact socially in an appropriate and productive way.

2: Interpret recorded weather data for simple patterns.

a. Observe and record effects of air temperature on precipitation (e.g., below freezing results in snow, above freezing results in rain).

Precipitation

Thinking & Reasoning: Knowledge Knows and understands principles of logic and reasoning.

b. Graph recorded data to show daily and seasonal patterns in weather.

Create a weather graph!

Thinking & Reasoning: Knowledge Knows and understands principles of logic and reasoning.

c. Infer relationships between wind and weather change (e.g., windy days often precede changes in the weather; south winds in Utah often precede a cold front coming from the north).

Windward ho

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

3: Evaluate weather predictions based upon observational data.

a. Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gage, measure air pressure using barometer, measure temperature using a thermometer).

Meteorologist tools

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

b. Describe how weather and forecasts affect people's lives.

What's Temperature Got To Do With It?

Social & Civic Responsibility: Knowledge Knows how to interact socially in an appropriate and productive way.

c. Predict weather and justify prediction with observable evidence.

Weather prediction

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

d. Evaluate the accuracy of student and professional weather forecasts.

What Will Tomorrow Bring?

Thinking & Reasoning: Knowledge Understands that inquiry is characterized by a common set of values that include logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest evaluation of information.

e. Relate weather forecast accuracy to evidence or tools used to make the forecast (e.g., feels like rain vs. barometer is dropping).

Use The Tools Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

Science language you should know and use

 

III: Students will understand the basic properties of rocks, the processes involved in the formation of soils, and the needs of plants provided by soil.

1: Identify basic properties of minerals and rocks.

a. Describe the differences between minerals and rocks

Mountains of Minerals

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

b. Observe rocks using a magnifying glass and draw shapes and colors of the minerals.

What do you see?

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

c. Sort rocks by appearance according to the three basic types: sedimentary, igneous and metamorphic (e.g., sedimentary—rounded-appearing mineral and rock particles that are cemented together, often in layers; igneous—with or without observable crystals that are not in layers or with or without air holes or glasslike; metamorphic —crystals/minerals, often in layers).

Order in the rocks

Thinking & Reasoning: Skills Uses a variety of strategies and evidence to construct an argument and to defend a position.

d. Classify common rocks found in Utah as sedimentary (i.e., sandstone, conglomerate, shale), igneous (i.e., basalt, granite, obsidian, pumice) and metamorphic (i.e., marble, gneiss, schist).

What kind of rock am I?

Thinking & Reasoning: Knowledge Knows and understands principles of logic and reasoning.

2: Explain how the processes of weathering and erosion change and move materials that become soil.

a. Identify the processes of physical weathering that break down rocks at Earth's surface (i.e., water movement, freezing, plant growth, wind).

Help...I'm falling apart!

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

b. Distinguish between weathering (i.e., wearing down and breaking of rock surfaces) and erosion (i.e., the movement of materials).

Home Sweet Home

Thinking & Reasoning: Skills Uses a variety of strategies and evidence to construct an argument and to defend a position.

c. Model erosion of Earth materials and collection of these materials as part of the process that leads to soil (e.g., water moving sand in a playground area and depositing this sand in another area).

It's All Downhill From Here!

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

d. Investigate layers of soil in the local area and predict the sources of the sand and rocks in the soil.

Sizing it up!

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

3: Observe the basic components of soil and relate the components to plant growth.

a. Observe and list the components of soil (i.e., minerals, rocks, air, water, living and dead organisms) and distinguish between the living, nonliving, and once living components of soil.

Dirt By Any Other Name

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

b. Diagram or model a soil profile showing topsoil, subsoil, and bedrock, and how the layers differ in composition.

What layers are there?

Thinking & Reasoning: Knowledge Knows and understands principles of logic and reasoning.

c. Relate the components of soils to the growth of plants in soil (e.g., mineral nutrients, water).

You got what I need!

Thinking & Reasoning: Knowledge Knows and understands principles of logic and reasoning.

d. Explain how plants may help control the erosion of soil.

Keeping soil in its place.

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

e. Research and investigate ways to provide mineral nutrients for plants to grow without soil (e.g., grow plants in wet towels, grow plants in wet gravel, grow plants in water).

Plants without soil?

Thinking & Reasoning: Knowledge Knows and understands principles of logic and reasoning.

Science language you should know and use

 

IV: Students will understand how fossils are formed, where they may be found in Utah, and how they can be used to make inferences.

1: Describe Utah fossils and explain how they were formed.

a. Identify features of fossils that can be used to compare them to living organisms that are familiar (e.g., shape, size and structure of skeleton, patterns of leaves).

Fossil Comparisons 

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

b. Describe three ways fossils are formed in sedimentary rock (i.e., preserved organisms, mineral replacement of organisms, impressions or tracks).

Moldy oldy

Thinking & Reasoning: Skill Compares and contrasts specific abstract or concrete attributes

c. Research locations where fossils are found in Utah and construct a simple fossil map.

Map it

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

2: Explain how fossils can be used to make inferences about past life, climate, geology, and environments.

a. Explain why fossils are usually found in sedimentary rock.

What kind of rock has fossils in it?

Thinking & Reasoning: Knowledge Knows and understands principles of logic and reasoning.

b. Based on the fossils found in various locations, infer how Utah environments have changed over time (e.g., trilobite fossils indicate that Millard County was once covered by a large shallow ocean; dinosaur fossils and coal indicate that Emery and Uintah County were once tropical and swampy).

How has Utah's environment changed over time?

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

c. Research information on two scientific explanations for the extinction of dinosaurs and other prehistoric organisms.

Going, going, gone

Thinking & Reasoning: Knowledge Knows and understands principles of logic and reasoning.

d. Formulate questions that can be answered using information gathered on the extinction of dinosaurs.

So...where did they go?

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

Science language you should know and use

 

V: Students will understand the physical characteristics of Utah's wetlands, forests, and deserts and identify common organisms for each environment.

1: Describe the physical characteristics of Utah's wetlands, forests, and deserts.

a. Compare the physical characteristics (e.g., precipitation, temperature, and surface terrain) of Utah's wetlands, forests, and deserts.

What Difference Does it Make?

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

b. Describe Utah’s wetlands (e.g., river, lake, stream, and marsh areas where water is a major feature of the environment) forests (e.g., oak, pine, aspen, juniper areas where trees are a major feature of the environment), and deserts (e.g., areas where the lack of water provided an environment where plants needing little water are a major feature of the environment).

Utah's physical characteristics Thinking & Reasoning: Skill Uses various reading and writing strategies to organize, interpret, analyze, and comprehend information.

c. Locate examples of areas that have characteristics of wetlands, forests, or deserts in Utah.

Where in Utah am I?

Thinking & Reasoning: Skill Compares and contrasts specific abstract or concrete attributes.

d. Based upon information gathered, classify areas of Utah that are generally identified as wetlands, forests, or deserts.

Do you know what I know?

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

e. Create models of wetlands, forests, and deserts.

Build it yourself!

Thinking & Reasoning: Knowledge Knows and understands principles of logic and reasoning.

2: Describe the common plants and animals found in Utah environments and how these organisms have adapted to the environment in which they live.

a. Identify common plants and animals that inhabit Utah's forests, wetlands, and deserts.

Do you know where I live?

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

b. Cite examples of physical features that allow particular plants and animals to live in specific environments (e.g., duck has webbed feet, cactus has waxy coating).

Change is good!

Thinking & Reasoning: Knowledge Understands the process of accessing background knowledge when organizing information. .

c. Describe some of the interactions between animals and plants of a given environment (e.g., woodpecker eats insects that live on trees of a forest, brine shrimp of the Great Salt Lake eat algae and birds feed on brine shrimp).

Let me tell you a story!

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

d. Identify the effect elevation has on types of plants and animals that live in a specific wetland, forest, or desert.

Warming Up! Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

e. Find examples of endangered Utah plants and animals and describe steps being taken to protect them.

Save Me!

Social & Civic Responsibility:
Skill Gathers and analyzes information on global and environmental issues, and, with others, takes responsible action.

Objective 3: Use a simple scheme to classify Utah plants and animals.

a. Explain how scientists use classification schemes.

Classifying objects

Thinking and Reasoning: Skill Uses various reading and writing strategies to organize, interpret, analyze, and comprehend information.

b. Use a simple classification system to classify unfamiliar Utah plants or animals (e.g., fish/ amphibians/ reptile/ bird/ mammal, invertebrate/ vertebrate, tree/ shrub/ grass, deciduous/ conifers).

The scheme of things

Thinking and Reasoning: Knowledge Knows and understands decision making and problem solving models.

Objective 4: Observe and record the behavior of Utah animals.

a. Observe and record the behavior of birds (e.g., caring for young, obtaining food, surviving winter).

How important is that beak?

Thinking & Reasoning: Skill Compares and contrasts specific abstract or concrete attributes.

b. Describe how the behavior and adaptations of Utah mammals help them survive winter (e.g., obtaining food, building homes, hibernation, migration).

Utah mammals

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

c. Research and report on the behavior of a species of Utah fish (e.g., feeding on the bottom or surface, time of year and movement of fish to spawn, types of food and how it is obtained).

Fish

Thinking & Reasoning: Knowledge Knows and understands principles of logic and reasoning.

d. Compare the structure and behavior of Utah amphibians and reptiles.

Amphibians and reptiles

Thinking & Reasoning: Knowledge Possesses a sufficient body of knowledge to inform thinking and reasoning.

e. Use simple classification schemes to sort Utah's common insects and spiders.

Insect and spider differences

Thinking and Reasoning: Knowledge Knows and understands decision making and problem solving models.

Science language you should know and use