| | Class Demonstrations | Group Activities | Questions (Inquiry) |
| 1: Students will understand that chemical and physical changes occur in matter. |
| 1:1 Describe that matter is neither created nor destroyed even though it may undergo change |
| 1:1:A: Compare the total weight of an object to the weight of its individual parts after being disassembled | | | |
| 1:1:B: Compare the weight of a specified quantity of matter before and after it undergoes melting or freezing | | | |
| 1:1:C: Investigate the results of the combined weights of a liquid and a solid after the solid has been dissolved and then recovered from the liquid (e.g., salt dissolved in water then water evaporated). | Salty Water and Preservation of Dissolved Solids | Salty Water and Preservation of Dissolved Solids—Group Extension | 1. Why does the salt that remained after the water evaporated form large crystals? 2. How do you think this relates to why the oceans are salty? |
| 1:1:D: Investigate chemical reactions in which the total weight of the materials before and after reaction is the same | Root Beer Chemical Change | A Chemical Reaction, Slime, and Maintaining the Same Weight | 1. What other common organisms do you think create carbon dioxide through chemical changes? 2. Does a chemical change that does not release a gas mean that no heat was produced? Please explain. |
| 1:2 Evaluate evidence that indicates a physical change has occurred |
| 1:2:A: Identify the physical properties of matter (e.g., hard, soft, solid, liquid, gas). | Making a Steamboat—States of Matter and Physical Change | Physical Properties-Group Activity | 1. What are some other ways that we could classify matter? 2. What makes an object harder or softer? How can heat affect how hard or soft an object is? |
| /? 1:2:B: Compare changes in substances that indicate a physical change has occurred | | | |
| 1:2:C: Describe the appearance of a substance before and after a physical change | | | |
| 1:3: Investigate evidence for changes in matter that occur during a chemical reaction |
| 1:3:A: Identify observable evidence of a chemical reaction (e.g., color change, heat or light given off, heat absorbed, gas given off). | Chemical Reaction-Sugar and Sulfuric Acid | Creation of a Gas through a Chemical Change | 1. Do you think that you can ever reverse a chemical reaction? 2. Why do you think many chemical reaction involve heat? What is heat a sign of? |
| 1:3:B: Explain why the measured weight of a remaining product is less than its reactants when a gas is produced. | Fire and Weight Loss | Change in Measured Weight after Gas is Produced in a Chemical Change | 1. If the gas released from a chemical reaction has weight, does not mean that the sky gets heavier? Please explain. 2. Do you think one type of gas is heavier than another type? How could you find out? |
| 1:3:C: Cite examples of chemical reactions in daily life. | Chemical Reactions in Baking | Chemical Reactions in Your Mouth | 1. What other sorts of chemcial reactions do you think take place in your body? 2. Do you think that other animals break down food the same as we do? How could you find out? |
| 1:3:D: Compare a physical change to a chemical change. | Root Beer—Dry Ice vs Yeast—Physical Change vs. Chemical Change | Mentos and Coke or Baking Soda and Vinegar—Physical Change or Chemical Change Activity | 1. Would it be possible to speed up chemical reactions? If so, how could you do it? 2. How is you smiling tell you that your face is undergoing both a physical and a chemical change? |
| 1:3:E: Hypothesize how changing one of the materials in a chemical reaction will change the results. | | | |
| 2: Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface |
| 2:1: Describe how weathering and erosion change Earth’s surface |
| 2:1:A: Describe how weathering and erosion change Earth’s surface | Marshmallow Weathering | Rub Away--Weathering of rock due to high friction Shaping through Wind Abrasion | 1. What are some examples of weathering happening outside as we speak? 2. Most of the small rocks you find outside have smooth edges. What does that tell you about their history? |
| 2:1:B: Describe how geological features (e.g., valleys, canyons, buttes, arches) are changed through erosion (e.g., waves, wind, glaciers, gravity, running water). | Wash Out--Running Water, Weathering, and Erosion | Geological Features through Erosion-Group Activity | 1. Why do you think you find arches and other unique geological features in Utah and not in most other states? 2. Where would you probably find more weathering, on top of the mountains or down in the valleys? Please explain. |
| 2:1:C: Explain the relationship between time and specific geological changes. | | | |
| 2:2: Explain how volcanoes, earthquakes, and uplift affect Earth’s surface. |
| 2:2:A: Identify specific geological features created by volcanoes, earthquakes, and uplift. | | | |
| 2:2:B: Give examples of different landforms that are formed by volcanoes, earthquakes, and uplift (e.g., mountains, valleys, new lakes, canyons). | | | |
| 2:2:C: Describe how volcanoes, earthquakes, and uplift change landforms. | | | |
| 2:2:D: Cite examples of how technology is used to predict volcanoes and earthquakes. | | | |
| 2:3: Relate the building up and breaking down of Earth’s surface over time to the various physical land features. |
| 2:3:A: Explain how layers of exposed rock, such as those observed in the Grand Canyon, are the result of natural processes acting over long periods of time. | Weathering, Erosion, and Layers of Exposed Rock | Exposed Rock and Erosion-Group Activity | 1. Where do you think the best place in the grand canyon is to look for prehistoric fossils? 2. How do you think the eroded rock deposited downstream affacts the animals who live there? |
| 2:3:B: Describe the role of deposition in the processes that change Earth's surface | | | |
| 2:3:C: Use a time line to identify the sequence and time required for building and breaking down of geologic features on Earth | | | |
| 2:3:D: Describe and justify how the surface of Earth would appear if there were no mountain uplift, weathering, or erosion | | | |
| 3: Students will understand that magnetism can be observed when there is an interaction between the magnetic fields of magnets or between a magnet and materials made of iron. |
| 3:1: Investigate and compare the behavior of magnetism using magnets |
| 3:1:A: Compare various types of magnets (e.g., permanent, temporary, and natural magnets) and their abilities to push or pull iron objects they are not touching. | | | |
| 3:1:B: Investigate how magnets will both attract and repel other magnets. | | | |
| 3:1:C: Compare permanent magnets and electromagnets | Electromagnet—Electric Current and Magnetic Field | Comparison of Permanent Magnets and Electromagnets | 1. How could you make the most powerful electromagnet possible? 2. Why do you think a permanent magnet, like the Earth, is most powerful at the poles? |
| 3:1:D: Research and report the use of magnets that is supported by sound scientific principles | | | |
| 3:2: Describe how the magnetic field of Earth and a magnet are similar. |
| 3:2:A: Compare the magnetic fields of various types of magnets (e.g., bar magnet, disk magnet, horseshoe magnet). | Magnetic Field Lines | Magnetic Field Lines—Group Activity | 1. What would the magnetic field of a bar magnet look like it 3-dimensions? How does the information you've learned about magnetic fields give you a clue? 2. Do you think that the strength of a magnet increases with the size of the magnet? How could you find out? |
| 3:2:B: Compare Earth's magnetic field to the magnetic field of a magnet | | | |
| 3:2:C: Construct a compass and explain how it works | | | |
| 3:2:D: Investigate the effects of magnets on the needle of a compass and compare this to the effects of Earth's magnetic field on the needle of a compass (e.g., magnets effect the needle only at close distances, Earth's magnetic field affects the needle at great distances, magnets close to a compass overrides the Earth's effect on the needle). | | | |
| 4: Students will understand features of static and current electricity |
| 4:1: Describe the behavior of static electricity as observed in nature and everyday occurrences |
| 4:1:A: List several occurrences of static electricity that happen in everyday life | | | |
| 4:1:B: Describe the relationship between static electricity and lightning | | | |
| 4:1:C: Describe the behavior of objects charged with static electricity in attracting or repelling without touching | Static Electricity and Like and Unlike Electrical Charges | Static Electricity—Attracting Objects without Touching | 1. Using your knowledge about static electrictiy, how do you think that anti-static sprays work? 2. Dryers can be clothes extremely charged. What is it about a dryer that makes causes so much static? |
| 4:1:D: Compare the amount of static charge produced by rubbing various materials together (e.g., rubbing fur on a glass rod produces a greater charge then rubbing the fur with a metal rod, the static charge produced when a balloon is rubbed on hair is greater than when a plastic bag is rubbed on hair). | Make an Electroscope to Measure Static Charge | Static Charge Comparison | 1. How could you break a new world record for the most charged sock? 2. How does rubbing your feet on the carpet let you shock your neighbor with your finger? |
| 4:1:E: Investigate how various materials react differently to statically charged objects. | | | |
| 4:2: Analyze the behavior of current electricity |
| 4:2:A: Draw and label the components of a complete electrical circuit that includes switches and loads (e.g., light bulb, bell, speaker, motor). | | | |
| 4:2:B: Predict the effect of changing one or more of the components (e.g., battery, load, wires) in an electric circuit. | | | |
| 4:2:C: Generalize the properties of materials that carry the flow of electricity using data by testing different materials. | Electrolysis and the Conduction of Electricity | Testing for Conductors—What Materials Conduct Electricity? | 1. Which would be more dangerous, swimming in the ocean during a lightning storm or swimming in the Great Salt Lake during a lightning storm? Why? 2. Do you think that water can become too salty that it can't conduct electricity? Why or why not? |
| 4:2:D: Investigate materials that prevent the flow of electricity | | | |
| 4:2:E: Make a working model of a complete circuit using a power source, switch, bell or light, and a conductor for a pathway. | | | |
| 5: Students will understand that traits are passed from the parent organisms to their offspring, and that sometimes the offspring may possess variations of these traits that may help or hinder survival in a given environment. |
| 5:1: Using supporting evidence, show that traits are transferred from a parent organism to its offspring. |
| 5:1:A: Make a chart and collect data identifying various traits among a given population (e.g., the hand span of students in the classroom, the color and texture of different apples, the number of petals of a given flower). | | | |
| 5:1:B: Identify similar physical traits of a parent organism and its offspring (e.g., trees and saplings, leopards and cubs, chickens and chicks). | | | |
| 5:1:C: Compare various examples of offspring that do not initially resemble the parent organism but mature to become similar to the parent organism (e.g., mealworms and darkling beetles, tadpoles and frogs, seedlings and vegetables, caterpillars and butterflies). | | | |
| 5:1:D: Contrast inherited traits with traits and behaviors that are not inherited but may be learned or induced by environmental factors (e.g., cat purring to cat meowing to be let out of the house; the round shape of a willow is inherited, while leaning away from the prevailing wind is induced). | | | |
| 5:1:E: Investigate variations and similarities in plants grown from seeds of a parent plant (e.g., how seeds from the same plant species can produce different colored flowers or identical flowers). | | | |
| 5:2: Describe how some characteristics could give a species a survival advantage in a particular environment. |
| 5:2:A: Compare the traits of similar species for physical abilities, instinctual behaviors, and specialized body structures that increase the survival of one species in a specific environment over another species (e.g., difference between the feet of snowshoe hare and cottontail rabbit, differences in leaves of plants growing at different altitudes, differences between the feathers of an owl and a hummingbird, differences in parental behavior among various fish). | | | |
| 5:2:B: Identify that some environments give one species a survival advantage over another (e.g., warm water favors fish such as carp, cold water favors fish such as trout, environments that burn regularly favor grasses, environments that do not often burn favor trees). | | | |
| 5:2:C: Describe how a particular physical attribute may provide an advantage for survival in one environment but not in another (e.g., heavy fur in arctic climates keep animals warm whereas in hot desert climates it would cause overheating; flippers on such animals as sea lions and seals provide excellent swimming structures in the water but become clumsy and awkward on land; cacti retain the right amount of water in arid regions but would develop root rot in a more temperate region; fish gills have the ability to absorb oxygen in water but not on land). | | | |
| 5:2:D: Research a specific plant or animal and report how specific physical attributes provide an advantage for survival in a specific environment. | | | |
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