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Table of contents
Chapter 1: Matter
Begins on page 15
Chapter 2: Earth’s Surface
Begins on page 51
Chapter 3: Magnetism
Begins on page 73
Chapter 4: Electricity
Begins on page 87
Chapter 5: Heredity
Begins on page 105
Utah Science borax and glue mixed to
make a new substance).
Objective 2: Evaluate evidence
Core Curriculum
that indicates a physical change
has occurred.
Alignment a. Identify the physical
properties of matter (e.g.,
hard, soft, solid, liquid,
Standard 1 gas).
Objective 1 : Describe that b. Compare changes in
matter is neither created nor substances that indicate
destroyed even though it may a physical change has
undergo change. occurred.
a. Compare the total weight c. Describe the appearance
of an object to the weight of a substance before
of its individual parts after and after a physical
being disassembled. change.
b. Compare the weight of a Objective 3: Investigate
specified quantity of evidence for changes in matter
matter before and after it that occur during a chemical
undergoes melting or reaction.
freezing. a. Identify observable
c. Investigate the results evidence of a chemical
of the combined weights reaction (e.g., color
of a liquid and a solid change, heat or light
after the solid has been given off, heat absorbed,
dissolved and then gas given off).
recovered from the liquid b. Explain why the
(e.g., salt dissolved in measured weight of a
water then water remaining product is less
evaporated). than its reactants when a
d. Investigate chemical gas is produced.
reactions in which the c. Cite examples of
total weight of the chemical reactions in
materials before and after daily life.
reaction is the same d. Compare a physical
(e.g., cream and vinegar change to a chemical
before and after mixing, change.
e. Hypothesize how
6 changing one of the
materials in a chemical d. Cite examples of how
reaction will change the technology is used to
results. predict volcanoes and
earthquakes.
Standard 2 Objective 3: Relate the building
Objective 1: Describe how up and breaking down of Earth’s
weathering and erosion change surface over time to the various
Earth’s surface. physical land features.
a. Identify the objects, a. Explain how layers of
processes, or forces that exposed rock, such as
weather and erode Earth’s those observed in the
surface (e.g., ice, plants, Grand Canyon, are the
animals, abrasion, gravity, result of natural
water, wind). processes acting over
b. Describe how geological long periods of time.
features (e.g., valleys, b. Describe the role of
canyons, buttes, arches) deposition in the
are changed through processes that change
erosion (e.g., waves, Earth’s surface.
wind, glaciers, gravity, c. Use a time line to identify
running water). the sequence and time
c. Explain the relationship required for building and
between time and breaking down of
specific geological geologic features on
changes. Earth.
Objective 2: Explain how d. Describe and justify how
volcanoes, earthquakes, and the surface of Earth
uplift affect Earth’s surface. would appear if there
a. Identify specific were no mountain uplift,
geological features weathering, or erosion.
created by volcanoes,
earthquakes, and uplift. Standard 3
b. Give examples of Objective 1: Investigate and
different landforms that compare the behavior of
are formed by volcanoes, magnetism using magnets.
earthquakes, and uplift a. Compare various types of
(e.g., mountains, valleys, magnets (e.g.,
new lakes, canyons). permanent, temporary,
c. Describe how volcanoes, and natural magnets) and
earthquakes, and uplift their abilities to push or
change landforms. 7
pull iron objects they are
not touching. Standard 4
b. Investigate how magnets Objective 1: Describe the
will both attract and repel behavior of static electricity as
other magnets. observed in nature and everyday
c. Compare permanent occurrences.
magnets and a. List several occurrences
electromagnets. of static electricity that
d. Research and report the happen in everyday life.
use of magnets that is b. Describe the relationship
supported by sound between static electricity
scientific principles. and lightning.
Objective 2: Describe how the c. Describe the behavior of
magnetic field of Earth and a objects charged with
magnet are similar. static electricity in
a. Compare the magnetic attracting or repelling
fields of various types of without touching.
magnets (e.g., bar d. Compare the amount of
magnet, disk magnet, static charge produced by
horseshoe magnet). rubbing various materials
b. Compare Earth’s together (e.g., rubbing fur
magnetic field to the on a glass rod produces
magnetic field of a a greater charge then
magnet. rubbing the fur with a
c. Construct a compass and metal rod, the static
explain how it works. charge produced when a
d. Investigate the effects of balloon is rubbed on hair
magnets on the needle of is greater than when a
a compass and compare plastic bag is rubbed on
this to the effects of hair).
Earth’s magnetic field on e. Investigate how various
the needle of a compass materials react differently
(e.g., magnets effect the to statically charged
needle only at close objects.
distances, Earth’s Objective 2: Analyze the
magnetic field affects the behavior of current electricity.
needle at great distances, a. Draw and label the
magnets close to a components of a
compass overrides the complete electrical circuit
Earth’s effect on the that includes switches
8 needle).
and loads (e.g., light bulb,
bell, speaker, motor).
b. Predict the effect of
changing one or more of
the components (e.g.,
battery, load, wires) in an
electric circuit.
c. Generalize the properties
of materials that carry the
flow of electricity using
data by testing different
materials.
d. Investigate materials that
prevent the flow of
electricity.
e. Make a working model of
a complete circuit using a
power source, switch, bell
or light, and a conductor
for a pathway.
9
Standard 5 away from the prevailing
Objective 1: Using supporting wind is induced).
evidence, show that traits are e. Investigate variations and
transferred from a parent similarities in plants
organism to its offspring. grown from seeds of a
a. Make a chart and collect parent plant (e.g., how
data identifying various seeds from the same
traits among a given plant species can
population (e.g., the hand produce different colored
span of students in the flowers or identical
classroom, the color and flowers).
texture of different Objective 2: Describe how
apples, the number of some characteristics could give
petals of a given flower). a species a survival advantage
b. Identify similar physical in a particular environment.
traits of a parent a. Compare the traits of
organism and its offspring similar species for
(e.g., trees and saplings, physical abilities,
leopards and cubs, instinctual behaviors, and
chickens and chicks). specialized body
c. Compare various structures that increase
examples of offspring that the survival of one
do not initially resemble species in a specific
the parent organism but environment over another
mature to become similar species (e.g., difference
to the parent organism between the feet of
(e.g., mealworms and snowshoe hare and
darkling beetles, tadpoles cottontail rabbit,
and frogs, seedlings and differences in leaves of
vegetables, caterpillars plants growing at different
and butterflies). altitudes, differences
d. Contrast inherited traits between the feathers of
with traits and behaviors an owl and a
that are not inherited but hummingbird, differences
may be learned or in parental behavior
induced by environmental among various fish).
factors (e.g., cat purring b. Identify that some
to cat meowing to be let environments give one
out of the house; the species a survival
round shape of a willow is advantage over another
10 inherited, while leaning (e.g., warm water favors
