Utah

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Skills available for Utah fourth-grade science standards

Standards are in black and IXL science skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Utah Science with Engineering Education (SEEd) Standards Utah Science with Engineering Education (SEEd) Standards
Utah Core Standards (2002) Utah Core Standards (2002)
Utah Intended Learning Outcomes Utah Intended Learning Outcomes

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1 Students will understand that water changes state as it moves through the water cycle.

1 Describe the relationship between heat energy, evaporation and condensation of water on Earth.
- a Identify the relative amount and kind of water found in various locations on Earth (e.g., oceans have most of the water, glaciers and snowfields contain most fresh water).
  - Describe and graph water on Earth (4-V.3)
- b Identify the sun as the source of energy that evaporates water from the surface of Earth.
- c Compare the processes of evaporation and condensation of water.
- d Investigate and record temperature data to show the effects of heat energy on changing the states of water.
2 Describe the water cycle.
- a Locate examples of evaporation and condensation in the water cycle (e.g., water evaporates when heated and clouds or dew forms when vapor is cooled).
  - Label parts of water cycle diagrams (5-U.2)
  - Select parts of water cycle diagrams (5-U.3)
- b Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.
- c Identify locations that hold water as it passes through the water cycle (e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground water).
  - Label parts of water cycle diagrams (5-U.2)
  - Select parts of water cycle diagrams (5-U.3)
- d Construct a model or diagram to show how water continuously moves through the water cycle over time.
  - Label parts of water cycle diagrams (5-U.2)
  - Select parts of water cycle diagrams (5-U.3)
- e Describe how the water cycle relates to the water supply in your community.

2 Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns.

1 Observe, measure, and record the basic elements of weather.
- a Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds).
- b Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure).
- c Investigate evidence that air is a substance (e.g., takes up space, moves as wind, temperature can be measured).
- d Compare the components of severe weather phenomena to normal weather conditions (e.g., thunderstorm with lightning and high winds compared to rainstorm with rain showers and breezes).
2 Interpret recorded weather data for simple patterns.
- a Observe and record effects of air temperature on precipitation (e.g., below freezing results in snow, above freezing results in rain).
- b Graph recorded data to show daily and seasonal patterns in weather.
  - Use climate data to make predictions (4-U.7)
  - Use data to describe climates (4-U.8)
- c Infer relationships between wind and weather change (e.g., windy days often precede changes in the weather; south winds in Utah often precede a cold front coming from the north).
3 Evaluate weather predictions based upon observational data.
- a Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer).
- b Describe how weather and forecasts affect people's lives.
- c Predict weather and justify prediction with observable evidence.
  - Use climate data to make predictions (4-U.7)
- d Evaluate the accuracy of student and professional weather forecasts.
- e Relate weather forecast accuracy to evidence or tools used to make the forecast (e.g., feels like rain vs. barometer is dropping).

3 Students will understand the basic properties of rocks, the processes involved in the formation of soils, and the needs of plants provided by soil.

1 Identify basic properties of minerals and rocks.
- a Describe the differences between minerals and rocks.
  - Identify minerals using properties (4-S.2)
  - Identify rocks using properties (4-S.3)
- b Observe rocks using a magnifying glass and draw shapes and colors of the minerals.
- c Sort rocks by appearance according to the three basic types: sedimentary, igneous and metamorphic (e.g., sedimentary–rounded-appearing mineral and rock particles that are cemented together, often in layers; igneous–with or without observable crystals that are not in layers or with or without air holes or glasslike; metamorphic –crystals/minerals, often in layers).
  - How do sedimentary rocks form? (4-S.4)
  - Classify rocks as igneous, sedimentary, or metamorphic (4-S.5)
- d Classify common rocks found in Utah as sedimentary (i.e., sandstone, conglomerate, shale), igneous (i.e., basalt, granite, obsidian, pumice) and metamorphic (i.e., marble, gneiss, schist).
2 Explain how the processes of weathering and erosion change and move materials that become soil.
- a Identify the processes of physical weathering that break down rocks at Earth's surface (i.e., water movement, freezing, plant growth, wind).
- b Distinguish between weathering (i.e., wearing down and breaking of rock surfaces) and erosion (i.e., the movement of materials).
- c Model erosion of Earth materials and collection of these materials as part of the process that leads to soil (e.g., water moving sand in a playground area and depositing this sand in another area).
- d Investigate layers of soil in the local area and predict the sources of the sand and rocks in the soil.
3 Observe the basic components of soil and relate the components to plant growth.
- a Observe and list the components of soil (i.e., minerals, rocks, air, water, living and dead organisms) and distinguish between the living, nonliving, and once living components of soil.
- b Diagram or model a soil profile showing topsoil, subsoil, and bedrock, and how the layers differ in composition.
- c Relate the components of soils to the growth of plants in soil (e.g., mineral nutrients, water).
- d Explain how plants may help control the erosion of soil.
- e Research and investigate ways to provide mineral nutrients for plants to grow without soil (e.g., grow plants in wet towels, grow plants in wet gravel, grow plants in water).

4 Students will understand how fossils are formed, where they may be found in Utah, and how they can be used to make inferences.

1 Describe Utah fossils and explain how they were formed.
- a Identify features of fossils that can be used to compare them to living organisms that are familiar (e.g., shape, size and structure of skeleton, patterns of leaves).
- b Describe three ways fossils are formed in sedimentary rock (i.e., preserved organisms, mineral replacement of organisms, impressions or tracks).
  - How do rock layers form? (4-S.6)
- c Research locations where fossils are found in Utah and construct a simple fossil map.
2 Explain how fossils can be used to make inferences about past life, climate, geology, and environments.
- a Explain why fossils are usually found in sedimentary rock.
- b Based on the fossils found in various locations, infer how Utah environments have changed over time (e.g., trilobite fossils indicate that Millard County was once covered by a large shallow ocean; dinosaur fossils and coal indicate that Emery and Uintah County were once tropical and swampy).
- c Research information on two scientific explanations for the extinction of dinosaurs and other prehistoric organisms.
- d Formulate questions that can be answered using information gathered on the extinction of dinosaurs.

5 Students will understand the physical characteristics of Utah's wetlands, forests, and deserts and identify common organisms for each environment.

1 Describe the physical characteristics of Utah's wetlands, forests, and deserts.
- a Compare the physical characteristics (e.g., precipitation, temperature, and surface terrain) of Utah's wetlands, forests, and deserts.
- b Describe Utah's wetlands (e.g., river, lake, stream, and marsh areas where water is a major feature of the environment) forests (e.g., oak, pine, aspen, juniper areas where trees are a major feature of the environment), and deserts (e.g., areas where the lack of water provided an environment where plants needing little water are a major feature of the environment).
- c Locate examples of areas that have characteristics of wetlands, forests, or deserts in Utah.
- d Based upon information gathered, classify areas of Utah that are generally identified as wetlands, forests, or deserts.
- e Create models of wetlands, forests, and deserts.
2 Describe the common plants and animals found in Utah environments and how these organisms have adapted to the environment in which they live.
- a Identify common plants and animals that inhabit Utah's forests, wetlands, and deserts.
- b Cite examples of physical features that allow particular plants and animals to live in specific environments (e.g., duck has webbed feet, cactus has waxy coating).
- c Describe some of the interactions between animals and plants of a given environment (e.g., woodpecker eats insects that live on trees of a forest, brine shrimp of the Great Salt Lake eat algae and birds feed on brine shrimp).
  - How does matter move in food chains? (4-Q.4)
  - Interpret food webs (4-Q.5)
- d Identify the effect elevation has on types of plants and animals that live in a specific wetland, forest, or desert.
- e Find examples of endangered Utah plants and animals and describe steps being taken to protect them.
3 Use a simple scheme to classify Utah plants and animals.
- a Explain how scientists use classification schemes.
- b Use a simple classification system to classify unfamiliar Utah plants or animals (e.g., fish/amphibians/reptile/bird/mammal, invertebrate/vertebrate, tree/shrub/grass, deciduous/conifers).
4 Observe and record the behavior of Utah animals.
- a Observe and record the behavior of birds (e.g., caring for young, obtaining food, surviving winter).
- b Describe how the behavior and adaptations of Utah mammals help them survive winter (e.g., obtaining food, building homes, hibernation, migration).
- c Research and report on the behavior of a species of Utah fish (e.g., feeding on the bottom or surface, time of year and movement of fish to spawn, types of food and how it is obtained).
- d Compare the structure and behavior of Utah amphibians and reptiles.
- e Use simple classification schemes to sort Utah's common insects and spiders.

Utah

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Actions

1 Students will understand that water changes state as it moves through the water cycle.

1 Describe the relationship between heat energy, evaporation and condensation of water on Earth.

a Identify the relative amount and kind of water found in various locations on Earth (e.g., oceans have most of the water, glaciers and snowfields contain most fresh water).

b Identify the sun as the source of energy that evaporates water from the surface of Earth.

c Compare the processes of evaporation and condensation of water.

d Investigate and record temperature data to show the effects of heat energy on changing the states of water.

2 Describe the water cycle.

a Locate examples of evaporation and condensation in the water cycle (e.g., water evaporates when heated and clouds or dew forms when vapor is cooled).

b Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.

c Identify locations that hold water as it passes through the water cycle (e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground water).

d Construct a model or diagram to show how water continuously moves through the water cycle over time.

e Describe how the water cycle relates to the water supply in your community.

2 Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns.

1 Observe, measure, and record the basic elements of weather.

a Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds).

b Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure).

c Investigate evidence that air is a substance (e.g., takes up space, moves as wind, temperature can be measured).

d Compare the components of severe weather phenomena to normal weather conditions (e.g., thunderstorm with lightning and high winds compared to rainstorm with rain showers and breezes).

2 Interpret recorded weather data for simple patterns.

a Observe and record effects of air temperature on precipitation (e.g., below freezing results in snow, above freezing results in rain).

b Graph recorded data to show daily and seasonal patterns in weather.

c Infer relationships between wind and weather change (e.g., windy days often precede changes in the weather; south winds in Utah often precede a cold front coming from the north).

3 Evaluate weather predictions based upon observational data.

a Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer).

b Describe how weather and forecasts affect people's lives.

c Predict weather and justify prediction with observable evidence.

d Evaluate the accuracy of student and professional weather forecasts.

e Relate weather forecast accuracy to evidence or tools used to make the forecast (e.g., feels like rain vs. barometer is dropping).

3 Students will understand the basic properties of rocks, the processes involved in the formation of soils, and the needs of plants provided by soil.

1 Identify basic properties of minerals and rocks.

a Describe the differences between minerals and rocks.

b Observe rocks using a magnifying glass and draw shapes and colors of the minerals.

d Classify common rocks found in Utah as sedimentary (i.e., sandstone, conglomerate, shale), igneous (i.e., basalt, granite, obsidian, pumice) and metamorphic (i.e., marble, gneiss, schist).

2 Explain how the processes of weathering and erosion change and move materials that become soil.

a Identify the processes of physical weathering that break down rocks at Earth's surface (i.e., water movement, freezing, plant growth, wind).

b Distinguish between weathering (i.e., wearing down and breaking of rock surfaces) and erosion (i.e., the movement of materials).

c Model erosion of Earth materials and collection of these materials as part of the process that leads to soil (e.g., water moving sand in a playground area and depositing this sand in another area).

d Investigate layers of soil in the local area and predict the sources of the sand and rocks in the soil.

3 Observe the basic components of soil and relate the components to plant growth.

a Observe and list the components of soil (i.e., minerals, rocks, air, water, living and dead organisms) and distinguish between the living, nonliving, and once living components of soil.

b Diagram or model a soil profile showing topsoil, subsoil, and bedrock, and how the layers differ in composition.

c Relate the components of soils to the growth of plants in soil (e.g., mineral nutrients, water).

d Explain how plants may help control the erosion of soil.

e Research and investigate ways to provide mineral nutrients for plants to grow without soil (e.g., grow plants in wet towels, grow plants in wet gravel, grow plants in water).

4 Students will understand how fossils are formed, where they may be found in Utah, and how they can be used to make inferences.

1 Describe Utah fossils and explain how they were formed.

a Identify features of fossils that can be used to compare them to living organisms that are familiar (e.g., shape, size and structure of skeleton, patterns of leaves).

b Describe three ways fossils are formed in sedimentary rock (i.e., preserved organisms, mineral replacement of organisms, impressions or tracks).

c Research locations where fossils are found in Utah and construct a simple fossil map.

2 Explain how fossils can be used to make inferences about past life, climate, geology, and environments.

a Explain why fossils are usually found in sedimentary rock.

b Based on the fossils found in various locations, infer how Utah environments have changed over time (e.g., trilobite fossils indicate that Millard County was once covered by a large shallow ocean; dinosaur fossils and coal indicate that Emery and Uintah County were once tropical and swampy).

c Research information on two scientific explanations for the extinction of dinosaurs and other prehistoric organisms.

d Formulate questions that can be answered using information gathered on the extinction of dinosaurs.

5 Students will understand the physical characteristics of Utah's wetlands, forests, and deserts and identify common organisms for each environment.

1 Describe the physical characteristics of Utah's wetlands, forests, and deserts.

a Compare the physical characteristics (e.g., precipitation, temperature, and surface terrain) of Utah's wetlands, forests, and deserts.

c Locate examples of areas that have characteristics of wetlands, forests, or deserts in Utah.

d Based upon information gathered, classify areas of Utah that are generally identified as wetlands, forests, or deserts.

e Create models of wetlands, forests, and deserts.

2 Describe the common plants and animals found in Utah environments and how these organisms have adapted to the environment in which they live.

a Identify common plants and animals that inhabit Utah's forests, wetlands, and deserts.

b Cite examples of physical features that allow particular plants and animals to live in specific environments (e.g., duck has webbed feet, cactus has waxy coating).

c Describe some of the interactions between animals and plants of a given environment (e.g., woodpecker eats insects that live on trees of a forest, brine shrimp of the Great Salt Lake eat algae and birds feed on brine shrimp).

d Identify the effect elevation has on types of plants and animals that live in a specific wetland, forest, or desert.

e Find examples of endangered Utah plants and animals and describe steps being taken to protect them.

3 Use a simple scheme to classify Utah plants and animals.

a Explain how scientists use classification schemes.

b Use a simple classification system to classify unfamiliar Utah plants or animals (e.g., fish/amphibians/reptile/bird/mammal, invertebrate/vertebrate, tree/shrub/grass, deciduous/conifers).

4 Observe and record the behavior of Utah animals.

a Observe and record the behavior of birds (e.g., caring for young, obtaining food, surviving winter).

b Describe how the behavior and adaptations of Utah mammals help them survive winter (e.g., obtaining food, building homes, hibernation, migration).

c Research and report on the behavior of a species of Utah fish (e.g., feeding on the bottom or surface, time of year and movement of fish to spawn, types of food and how it is obtained).

d Compare the structure and behavior of Utah amphibians and reptiles.

e Use simple classification schemes to sort Utah's common insects and spiders.