Teacher Site Map

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5


STANDARD I: Students will understand the structure of matter.

Objective 1: Describe the structure of matter in terms of atoms and molecules.

a. Recognize that atoms are too small to see.
Itsy Bitsy

b. Relate atoms to molecules (e.g., atoms combine to make molecules)
Does it Matter?

c. Diagram the arrangement of particles in the physical states of matter. (i.e., solid, liquid, gas).
States of Matter

d. Describe the limitations of using models to represent atoms. (e.g., distance between particles in atoms cannot be represented to scale in models, the motion of electrons cannot be described in most models).
What's the Matter With the Model?

e. Investigate and report how our knowledge of the structure of matter has been developed over time.
Ask Grandpa

Objective 2: Accurately measure the characteristics of matter in different states.

a. Use appropriate instruments to determine mass and volume of solids and liquids and record data
Fill It Up!

b. Use observations to predict the relevant density of various solids and liquids.
Don't Let Your Colors Run!

c. Calculate the density of various solids and liquids.
I Love Density!

d. Describe the relationship between mass and volume as it relates to density.
Diver Dan

e. Design a procedure to measure mass and volume of gases.
Mass the Gas

Objective 3: Investigate the motion of particles.

a. Identify evidence that particles are in constant motion.
What's Milk Got To Do With It?

b. Compare the motion of particles at various temperatures by measuring changes in the volume of gases, liquids, or solids.
Particle Motion

c. Design and conduct an experiment investigating the diffusion of particles.
Later Gator! We're Outa Here!

d. Formulate and test a hypothesis on the relationship between temperature and motion.
The Race is On!

e. Describe the impact of expansion and contraction of solid materials on the design of buildings, highways, and other structures.
All Cracked Up!

Science Language Students Should Know and Use


STANDARD II: Students will understand the relationship between properties of matter and Earth's structure.

Objective 1: Examine the effects of density and particle size on the behavior of materials in mixtures.

a. Compare the density of various objects to the density of known earth materials.
Help I'm Drowning

b. Calculate the density of earth materials (e.g., rocks, water, air).
How Dense Can You Get?

c. Observe and describe the sorting of earth materials in a mixture based on density and particle size (e.g., sorting grains of sand of the same size with different densities, sort materials of different particle size with equal densities).
Sort It Out!

d. Relate the sorting of materials that can be observed in streambeds, road cuts, or beaches to the density and particle size of those materials.
The Denser You Are, The Harder You Fall

e. Design and conduct an experiment that provides data on the natural sorting of various earth materials.
What Was Up ... Must Come Down!

Objective 2: Analyze how density affects Earth's structure

a. Compare the densities of Earth's atmosphere, water, crust, and interior layers.
How Do The Densities of Earth's Layers Compare?

b. Relate density to the relative positioning of Earth's atmosphere, water, crust and interior.
How Many Licks Does It Take To Get To The Center?

c. Model the layering of Earth's atmosphere, water, crust, and interior due to density differences.
Let's Build the Earth!

d. Distinguish between models of Earth with accurate and inaccurate attributes.
What's Wrong With It?

Science Language Students Should Know and Use


STANDARD III:  Students will understand that the organs in an organism are made of cells that have structures and perform specific life functions.

Objective 1: Observe and describe cellular structures and functions.

a. Use appropriate instruments to observe, describe and compare various types of cells (e.g., onion, diatoms).
Wee Beasties

b. Observe and distinguish the cell wall, cell membrane, nucleus, chloroplast, and cytoplasm of cells.
X Marks the Spot!

c. Differentiate between plant and animal cells based on cell wall and cell membrane.
Is It Plant ... Or Is It Animal?

d. Model the cell processes of diffusion and osmosis and relate this motion to the motion of particles.
In and Out

e. Gather information to report on how the basic functions of organisms are carried out within cells (e.g., extract energy from food, remove waste, produce their own food).
We All Deficate!

Objective 2: Identify and describe the function and inter-dependence of various organs and tissues.

a. Order the levels of organization from simple to complex (e.g., cell, tissue, organ, system, organism).
Levels of Organization

b. Match a particular structure to the appropriate level (e.g. heart to organ, cactus to organism, muscle to tissue).
I Know It and I'll Prove It!

c. Relate the structure of an organ to its component parts and the larger system of which it is a part.
I'm Bigger Than You Are!

d. Describe how the needs of organisms at the cellular level for food, air, and waste removal are met by tissues and organs (e.g. lungs provide oxygen to cells, kidneys remove wastes from cells).
How Does a Leaf Work?

Science Language Students Should Know and Use


STANDARD IV: Students will understand that offspring inherit traits that make them more or less suitable to survive in the environment.

Objective 1: Compare how sexual and asexual reproduction passes genetic information from parent to offspring.

a. Distinguish between inherited and acquired traits.
Hey, Where Did You Get That From?

b. Contrast the exchange of genetic information in sexual and asexual reproduction (e.g. number of parents, variation of genetic material).
Asexual or Sexual Is The Question

c. Cite examples of organisms that reproduce sexually (e.g., rats, mosquitoes, salmon, sunflowers) and those that reproduce asexually (e.g., hydra, planaria, bacteria, fungi, cuttings from house plants).
To Double, or Not To Double ... That Is The Question!

d. Compare inherited structural traits of offspring and their parents.
Are You My Daddy?

Objective 2: Relate the adaptability of organisms in an environment to their inherited traits and structures.

a. Predict why certain traits (e.g., structure of teeth, body structure, coloration) are more likely to offer an advantage for survival of an organism.
I Will Survive!

b. Cite examples of traits that provide an advantage for survival in one environment but not other environments.
I Feel Sick, and You Don't?

c. Cite examples of changes in genetic traits due to natural and manmade influences (e.g., mimicry in insects, plant hybridization to develop a specific trait, breeding of dairy cows to produce more milk.
Time Changes Everything!

d. Relate the structure of organs to an organism's ability to survive in a specific environment (e.g., hollow bird bones allow them to fly in air, hollow structure of hair insulates animals from hot or cold, dense root structure allows plants to grow in compact soil, fish fins aid fish in moving in water).
How Can I Survive Without You?

Science Language Students Should Know and Use


STANDARD V: Students will understand the structure and use of classification systems.

Objective 1: Classify based on observable properties.

a. Categorize nonliving objects based on external structures (e.g., hard, soft).
Division By Two!

b. Compare living, once living, and nonliving things.
Yes ... But Is It Alive?

c. Defend the importance of observation in scientific classification.
A Tale Of Two Elephants

d. Demonstrate that there are many ways to classify things.
But ... What's The Right Way?

Objective 2: Use and develop a simple classification system.

a. Using a provided classification scheme, classify things (e.g., shells, leaves, rocks, bones, fossils, weather, clouds, stars, planets).
You've Gotta Pick A Bone Or Two!

b. Develop a classification system based on observed structural characteristics.
The Key To It All!

c. Generalize rules for classification.
Don't Break The Rules!

d. Relate the importance of classification systems to the development of science knowledge.
The CD Store

e. Recognize that classification is a tool made by science to describe perceived patterns in nature.
What Is The Pattern?

Objective 3: Classify organisms using an orderly pattern based upon structure.

a. Identify types of organisms that are not classified as either plant or animal.
What You Don't Know Could Hurt You!

b. Arrange organisms according to kingdom (i.e., Plant, animal, monera, fungi, protist).
Unlocking the Mysteries!

c. Use a classification key or field guide to identify organisms.
Using A Taxonomic Key

d. Report on changes in classification systems as a result of new information or technology.
How Many Kingdoms Are There?

Science Language Students Should Know and Use

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