Science Standards
Strand 2.1: CHANGES IN THE EARTH'S SURFACE
Earth has an ancient history of slow and gradual surface changes, punctuated with quick but powerful geologic events like volcanic eruptions, flooding, and earthquakes. Water and wind play a significant role in changing Earth's surface. The effects of wind and water can cause both slow and quick changes to the surface of the Earth. Scientists and engineers design solutions to slow or prevent wind or water from changing the land.
Standard 2.1.1
Develop and use models illustrating the patterns of landforms and water on Earth. Examples of models could include valleys, canyons, or floodplains and could depict water in the solid or liquid state. (ESS2.B)
Standard 2.1.2
Construct an explanation about changes in Earth's surface that happen quickly or slowly. Emphasize the contrast between fast and slow changes. Examples of fast changes could include volcanic eruptions, earthquakes, or landslides. Examples of slow changes could include the erosion of mountains or the shaping of canyons. (ESS1.C)
Standard 2.1.3
Design solutions to slow or prevent wind or water from changing the shape of land. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. Examples of solutions could include retaining walls, dikes, windbreaks, shrubs, trees, and grass to hold back wind, water, and land. (ESS2.A, ESS2.C, ETS1.A, ETS1.B, ETS1.C)
Strand 2.2: LIVING THINGS AND THEIR HABITATS
Living things (plants and animals, including humans) need water, air, and resources from the land to survive and live in habitats that provide these necessities. The physical characteristics of plants and animals reflect the habitat in which they live. Animals also have modified behaviors that help them survive, grow, and meet their needs. Humans sometimes mimic plant and animal adaptations to survive in their environment.
Standard 2.2.1
Obtain, evaluate, and communicate information about patterns of living things (plants and animals, including humans) in different habitats. Emphasize the diversity of living things in land and water habitats. Examples of patterns in habitats could include descriptions of temperature or precipitation and the types of plants and animals found in land habitats. (LS2.C, LS4.C, LS4.D)
Standard 2.2.2
Plan and carry out an investigation of the structure and function of plant and animal parts in different habitats. Emphasize how different plants and animals have different structures to survive in their habitat. Examples could include the shallow roots of a cactus in the desert or the seasonal changes in the fur coat of a wolf. (LS1.A, LS4.A, LS4.D)
Standard 2.2.3
Develop and use a model that mimics the function of an animal dispersing seeds or pollinating plants. Examples could include plants that have seeds with hooks or barbs that attach themselves to animal fur, feathers, or human clothing, or dispersal through the wind, or consumption of fruit and the disposal of the pits or seeds. (LS2.A)
Standard 2.2.4
Design a solution to a human problem by mimicking the structure and function of plants and/or animals and how they use their external parts to help them survive, grow, and meet their needs. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. Examples could include a human wearing a jacket to mimic the fur of an animal or a webbed foot to design a better swimming fin. (LS1.A, LS1.D, ETS1.A, ETS1.B, ETS1.C)
Strand 2.3: PROPERTIES OF MATTER
All things are made of matter which exists with different forms and properties. Matter can be described and classified by its observable properties. Materials with certain properties are well-suited for specific uses. Heating or cooling some types of matter may or may not irreversibly change their properties.
Standard 2.3.1
Plan and carry out an investigation to classify different kinds of materials based on patterns in their observable properties. Examples could include sorting materials based on similar properties such as strength, color, flexibility, hardness, texture, or whether the materials are solids or liquids. (PS1.A)
Standard 2.3.2
Construct an explanation showing how the properties of materials influence their intended use and function. Examples could include using wood as a building material because it is lightweight and strong or the use of concrete, steel, or cotton due to their unique properties. (PS1.A)
Standard 2.3.3
Develop and use a model to describe how an object, made of a small set of pieces, can be disassembled and reshaped into a new object with a different function. Emphasize that a great variety of objects can be built from a small set of pieces. Examples of pieces could include wooden blocks or building bricks. (PS1.A)
Standard 2.3.4
Obtain, evaluate, and communicate information about changes in matter caused by heating or cooling. Emphasize that some changes can be reversed and some cannot. Examples of reversible changes could include freezing water or melting crayons. Examples of irreversible changes could include cooking an egg or burning wood. (PS1.B)
Social Studies Standards
Strand 1: History
Students use historical thinking skills to explore continuity and change in their community, Utah, and the United States.
Compelling Questions:
What is history, and what lessons can we learn by studying history?
What criteria should be used to determine the significance of historical events?
Why are historical events often interpreted differently through different points of view?
How has your personal and family history helped influence who you are?
Why do historians look at multiple primary sources to interpret historical events?
Standard 2.1.1
Use primary sources (for example, artifacts and documents such as interviews, photographs, newspapers, speakers, stories, songs) to document the chronology of important events in their personal, family, school, local, or broader community history (including three significant events).
Standard 2.1.2
Use primary sources to identify how their community has changed or remained the same over time, and make inferences about the reasons why.
Standard 2.1.3
Summarize key ideas included in the Declaration of Independence (for example, purpose of government, equality, representative government, limited government, rule of law, natural rights, common good).
Standard 2.1.4
Retell the histories of key people and events connected to state and national symbols, landmarks, and essential documents (for example, Thomas Jefferson and the Declaration of Independence, Francis Scott Key and The Star Spangled Banner, Abraham Lincoln and the Lincoln Memorial, Theodore Roosevelt and Woodrow Wilson and national parks, Utah pioneers and Utah’s nickname and motto).
Standard 2.1.5
Identify the achievements of significant Americans, including those from local and other diverse perspectives, and explain their importance.
Strand 2: Geography
Students develop an understanding of the relationship between people and their physical environment using geographic tools, technology, and map skills.
Compelling Questions:
Why do people use maps?
How is learning to read a map similar to and different from learning to read a story?
What are different ways our natural environment helps meet human needs of living, working, and playing?
What relationships do you, your family, and your community have with the vegetation, animal life, and physical features of your region?
Standard 2.2.1
Locate and identify the poles, equator, continents, oceans, the United States, Utah, and their town or city. Identify and name the states that border Utah and the countries that border the United States.
Standard 2.2.2
Interpret and construct physical maps using the title, key, symbols, 8-point compass rose, cardinal directions, and alphanumeric grids.
Standard 2.2.3
Identify examples of major geographical features in their local region, state, and country and their significance for the people who live there.
Standard 2.2.4
Describe how location, climate, and physical features affect where people live and work, and how communities modify the environment to meet their needs over time (for example, irrigation, dams, reservoirs, roads, buildings, bridges).
Standard 2.2.5
Describe and give examples of interdependent relationships between vegetation, animal life, geographic features, and people specific to a local region (for example, irrigation, water conservation, farming, helping neighbors, ranching, providing vegetation that supports pollinators, protection of endangered animals).
Standard 2.2.6
Identify natural resources, and cite ways people show stewardship through responsible use, conservation, protection, and replenishment.
Standard 2.2.7
On a map of the world, locate where their families or other families in the community historically came from. With support, curate and share information about the traditional food, cultural customs, recreation, religion, and music of that country and/or region.
Strand 3: Civics
Students are introduced to the concept of government. Students learn about the rights and responsibilities of citizenship, explain how people must work together to resolve conflict, and understand the importance of respecting differences.
Compelling Questions:
What are the benefits and responsibilities of being good citizens?
How do classrooms, communities, and families work together to resolve conflicts they face?
What are the traits of effective leaders?
How do people decide who governs us? Why is it important for citizens to learn about candidates and to vote?
Standard 2.3.1
Define the essential qualities of good community members (for example, honesty, integrity, morality, civility, duty, honor, service, respect, and obedience to law).
Standard 2.3.2
Describe the rights and responsibilities of citizens in the United States and Utah.
Standard 2.3.3
Provide examples of ways in which responsible community members have worked together to resolve conflicts, solve problems, and create unity within their community.
Standard 2.3.4
Consider why it is necessary for cities and towns to have governments, and describe ways local representative government promotes the general welfare of their community (for example, water, sewer, garbage pick-up, road and trail maintenance, public schools).
Standard 2.3.5
Identify current leaders (for example, family, school, community, governor, national leaders) and their responsibilities. Discuss the traits of effective leaders.
Standard 2.3.6
Identify celebrations and state and national holidays that remember and honor people and events in the history of Utah and the United States.
Strand 4: Economics
Students develop an understanding of basic economic concepts necessary to make informed individual and family decisions. Students use basic economic principles to explain how businesses supply goods and services to consumers.
Compelling Questions:
What is money used for, and how could a student earn it?
What are goods, and what are services?
What resources affect business choices?
What are the different ways goods arrive in our homes?
Standard 2.4.1
Explain the benefits of personal savings.
Standard 2.4.2
Explain how scarcity of resources and opportunity cost require people to make choices to satisfy wants and needs.
Standard 2.4.3
Describe and compare a variety of services provided by local economic institutions, including businesses and non-profit organizations.
Standard 2.4.4
Describe how people can be both producers and consumers of local goods and services.
Standard 2.4.5
Identify the specialized work necessary to manufacture, transport, and market goods and services.