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Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

Standard 1: Students will understand that the shape of Earth and the moon are spherical and that Earth rotates on its axis to produce the appearance of the sun and moon moving through the sky.

Objective 1: Describe the appearance of Earth and the moon.

a. Describe the shape of Earth and the moon as spherical.
What Shape Is It?

b. Explain that the sun is the source of light that lights the moon.
How Does The Moon Shine?

c. List the differences in the physical appearance of Earth and the moon as viewed from space.
Where Am I?

Objective 2: Describe the movement of Earth and the moon and the apparent movement of other bodies through the sky.

a. Describe the motions of Earth (i.e., the rotation [spinning] of Earth on its axis, the revolution [orbit] of Earth around the sun).
As My World Turns...

b. Use a chart to show that the moon orbits Earth approximately every 28 days.
I See You!

c. Use a model of Earth to demonstrate that Earth rotates on its axis once every 24 hours to produce the night and day cycle.
Who turned out the Lights?

d. Use a model to demonstrate why it seems to a person on Earth that the sun, planets, and stars appear to move across the sky.
The Sky is Moving!...Not!

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Standard 2: Students will understand that organisms depend on living and nonliving things within their environment.

Objective 1: Classify living and nonliving things in an environment.

a. Identify characteristics of living things (i.e., growth, movement, reproduction).
b. Identify characteristics of nonliving things.
Are You Dead or Alive?

c. Classify living and nonliving things in an environment.
Are You Among the Living or the Nonliving?

Objective 2: Describe the interactions between living and nonliving things in a small environment.

a. Identify living and nonliving things in a small environment (e.g., terrarium, aquarium, flowerbed) composed of living and nonliving things.
Where Do You Feel Most At Home?

b. Predict the effects of changes in the environment (e.g., temperature, light, moisture) on a living organism.
Change, Change, Change

c. Observe and record the effect of changes (e.g., temperature, amount of water, light) upon the living organisms and nonliving things in a small scale environment.
Hey, Neighbor

d. Compare a small scale environment to a larger environment (e.g., aquarium to a pond, terrarium to a forest).
Ouch! I'm squished.

e. Pose a question about the interaction between living and nonliving things in the environment that could be investigated by observation.
Could It Be True?

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Standard 3: Students will understand the relationship between the force applied to an object and resulting motion of the object.

Objective 1: Demonstrate how forces cause changes in speed or direction of objects.

a. Show that objects at rest will not move unless a force is applied to them.
Let's Get Moving!

b. Compare the forces of pushing and pulling.
Pushing And Pulling

c. Investigate how forces applied through simple machines affect the direction and/or amount of resulting force.
It's So Simple!

Objective 2: Demonstrate that the greater the force applied to an object, the greater the change in speed or direction of the object.

a. Predict and observe what happens when a force is applied to an object (e.g., wind, flowing water).
What's Happening?

b. Compare and chart the relative effects of a force of the same strength on objects of different weight (e.g., the breeze from a fan will move a piece of paper but may not move a piece of cardboard).
Well, Blow Me Over!

c. Compare the relative effects of forces of different strengths on an object (e.g., strong wind affects an object differently than a breeze).
Hold On to Your Hats!

d. Conduct a simple investigation to show what happens when objects of various weights collide with one another (e.g., marbles, balls).
Watch Out ... They're On A Collision Course!

e. Show how these concepts apply to various activities (e.g., batting a ball, kicking a ball, hitting a golf ball with a golf club) in terms of force, motion, speed, direction, and distance (e.g. slow, fast, hit hard, hit soft).
Play Ball!

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Standard 4: Students will understand that objects near Earth are pulled toward Earth by gravity.

Objective 1: Demonstrate that gravity is a force.

a. Demonstrate that a force is required to overcome gravity.
You're Full of Hot Air!

b. Use measurement to demonstrate that heavier objects require more force than lighter ones to overcome gravity.
A Weighty Matter

Objective 2: Describe the effects of gravity on the motion of an object.

a. Compare how the motion of an object rolling up or down a hill changes with the incline of the hill.
Head For The Hills!

b. Observe, record, and compare the effect of gravity on several objects in motion (e.g., a thrown ball and a dropped ball falling to Earth).
What Goes Up Must Come Down!

c. Pose questions about gravity and forces.
I'm Falling Down and I Can't Get Up!

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Standard 5: Students will understand that the sun is the main source of heat and light for things living on Earth. They will also understand that the motion of rubbing objects together may produce heat.

Objective 1: Provide evidence showing that the sun is the source of heat and light for Earth.

a. Compare temperatures in sunny and shady places.
Feeling Hot! Hot! Hot!

b. Observe and report how sunlight affects plant growth.
Energy to Grow!

c. Provide examples of how sunlight affects people and animals by providing heat and light.
Here comes the sun!

d. Identify and discuss as a class some misconceptions about heat sources (e.g., clothes do not produce heat, ice cubes do not give off cold).
I'm Freezing!

Objective 2: Demonstrate that mechanical and electrical machines produce heat and sometimes light.

a. Identify and classify mechanical and electrical sources of heat.
Get Your Motor Running

b. List examples of mechanical or electrical devices that produce light.
Heat and Light from Machines

c. Predict, measure, and graph the temperature changes produced by a variety of mechanical machines and electrical devices while they are operating.
How Hot Is It?

Objective 3: Demonstrate that heat may be produced when objects are rubbed against one another.

a. Identify several examples of how rubbing one object against another produces heat.
Let's Warm Up!

b. Compare relative differences in the amount of heat given off or force required to move an object over lubricated/non lubricated surfaces and smooth/rough surfaces (e.g., waterslide with and without water, hands rubbing together with and without lotion).
But I Don't Want More Heat!

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utah state board of education This Sci-ber Text was developed by the Utah State Board of Education and Utah educators.