Park City School District

Elementary Science Curriculum Map


Five Senses 5 Class Hours
  • Pre-assessment
  • Class participation
  • Pictures
Changes in Seasons 6 Class Hours
  • Pre-assessment
  • Participation in class discussion and activities
  • Seasonal pictures
Animals in the Local Environment 6 Class Hours
  • Pre-assessment
  • Classroom participation
  • Animal drawings

First Grade

Plants and Plant Growth 15 Class Hours
  • Pre-assessment
  • Science notebook or journal.
  • Classroom participation
  • Pictures and stories
Water and Interactions 15 Class Hours
  • Pre-assessment
  • Student notebook/journal
  • Participation in class discussion and activities
  • Log of sink and float observations

Second Grade

Plants and Animal Life Cycles 12 Class Hours
  • Pre-assessment
  • Science notebook or journal.
  • Student demonstration with a model or diagram.
  • Pictures and stories
Weather 9 Class Hours
  • Pre-assessment
  • Student notebook/journal
  • Participation in class discussion and activities
  • Log of observations
  • Student project
Properties and Uses of Rocks 9 Class Hours
  • Pre-assessment
  • Classroom participation
  • Rock art project
  • Student notebook/journal

Third Grade

Earth and Moon
  1. Describe the appearance of Earth and the moon
  2. Describe the movement of Earth and the moon and the apparent movement of other bodies through the sky
8 Class Hours
  • describe the shape of Earth and the moon as spherical
  • explain that sun is source of light that lights moon
  • list differences in physical appearance of Earth and moon as viewed from space
  • describe the rotation (spinning) of Earth on it axis
  • describe the revolution (orbit) of Earth around the sun
  • use a chart to show that the moon orbits Earth approximately every 28 days
  • use a model of Earth to demonstrate that Earth rotates on its axis once every 24 hours creating day and night cycle
  • 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
  • Pre-assessment
  • Written lab reports with data
  • Science notebook or journal
  • Tests
  • Student demonstration with a model or diagram
Living and Non-living organisms within the environment
  1. Classify living and nonliving things in an environment
  2. Describe the interactions between living and nonliving things in a small environment
12 Class Hours
  • identify characteristics of living things -- growth, movement, reproduction
  • identify characteristics of nonliving things
  • classify living and nonliving things in an environment
  • identify living and nonliving things in a small environment (terrarium, aquarium, flowerbed etc)
  • predict the effects of changes in an environment on the living things (temperature, light, moisture, etc.)
  • compare small-scale environment to a larger environment (aquarium to pond, terrarium to forest, etc)
  • pose a question about the interaction of living and nonliving things in an environment that could be investigated by observation
  • Pre-assessment
  • Student notebook/journal
  • Participation in class discussion and activities
  • Presentation on model environment
  • Log of observations during interaction investigation
  • Student project
  • Tests
Force and Motion
  1. Demonstrate how forces cause change in speed or direction of objects
  2. Demonstrate that the greater the force applied to an object, the greater the change in speed or direction of the object
8 Class Hours
  • show that objects will not move unless a force is applied to them
  • compare the forces of pushing and pulling
  • investigate how forces applied through simple machines affect the direction and/or amount of resulting force
  • predict and observe what happens when a force is applied to an object
  • compare and chart the relative effects of a force of the same strength on objects of different weight
  • conduct a simple investigation to show what happens when objects of various weights collide with one another
  • show how these concepts apply to various activities in terms of force, motion, speed, direction and distance (bat a ball, kick a ball, hit a golf ball with a golf club try each slow, fast, hit hard, hit soft, etc)
  • Pre-assessment
  • Classroom participation
  • Force demonstration
  • Student notebook/journal
  • Test
  1. Demonstrate that gravity is a force
  2. Describe the effects of gravity on the motion of objects
4 Class Hours
  • demonstrate that a force is required to overcome gravity
  • use measurement to demonstrate that heavier objects require more force than lighter ones to overcome gravity
  • compare how the motion of an object rolling up or down a hill changes with the incline of the hill
  • observe, record and compare the effect of gravity on several objects in motion
  • pose questions about gravity and forces
  • Pre-assessment
  • Classroom participation
  • Gravity data sheets
  • Student notebook/journal
  • Test
Sun is source of Heat and Light
  1. Provide evidence showing that the sun is the source of heat and light for Earth
  2. Demonstrate that mechanical and electrical machines produce heat and sometimes light
  3. Demonstrate that heat may be produced when objects are rubbed against one another
6 Class Hours
  • compare temperatures in sunny and shady places
  • observe and record how sunlight affects plant growth
  • provide examples of how sunlight affects people and animals by providing heat and light
  • identify and discuss as a class some misconceptions about heat sources
  • identify and classify mechanical and electrical sources of heat
  • list examples of mechanical or electrical devices that produce light
  • predict, measure and graph the temperature changes produced by a variety of mechanical machines and electrical devices while they are operating
  • identify several examples of how rubbing one object against another produces heat
  • compare relative differences in the amount of heat given off or force required to move and object over lubricated/non-lubricated surfaces and smooth/rough surfaces

Fourth Grade

Water changes state as it moves through the water cycle
  1. Relationship between heat energy, evaporation and condensation
  2. Describe the water cycle
8 Class Hours
  • identify relative amount and kind of water found in various locations on Earth
  • identify the sun as the source of energy that evaporates water from surface of Earth
  • compare processes of evaporation and condensation of water
  • investigate and record temperature data to show the effects of heat energy on changing states of water
  • locate examples of evaporation and condensation in the water cycle
  • describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle
  • identify locations that hold water as it passes through the water cycle
  • construct a model or diagram to show how water continuously moves through the water cycle over time
  • describe how the water cycle relates to the water supply in your community
  • Pre-assessment
  • Written lab reports with data
  • Science notebook or journal
  • Tests
  • Student prepared model or diagram
Elements of weather and weather patterns
  1. Observe, measure and record the basic elements of weather
  2. Interpret recorded weather data for simple patterns
  3. Evaluate weather predictions based upon observational data
12 Class Hours
  • identify basic cloud types -- cumulus, cirrus and stratus
  • observe, measure and record data on the basic elements of weather over a period of time -- precipitation, air temperature, wind speed and direction, and air pressure
  • investigate evidence that air is a substance
  • compare the components of severe weather phenomena to normal weather conditions
  • observe and record effects of air temperature on precipitation
  • graph recorded data to show daily and seasonal weather patterns
  • infer relationships between wind and weather change
  • identify and use tools of a meteorologist
  • describe how weather forecasts affect people's lives
  • predict weather and justify prediction with observable evidence
  • evaluate the accuracy of student and professional forecasts
  • relate weather forecast accuracy to evidence or tools used to make the forecast
  • Pre-assessment
  • Student notebook/journal
  • Participation in class discussion and activities
  • Weather graphs
  • Weather forecasts
  • Student project
  • Tests
Rocks and soils
  1. Basic properties of minerals and rocks
  2. Explain how the processes of weathering and erosion change and move materials to become soil
  3. Observe the basic components of soil and relate the components to plant growth
12 Class Hours
  • describe the differences between minerals and rocks
  • observe rocks using a magnifying glass and draw shapes and color of the minerals
  • sort rocks by appearance according to the three basic types: sedimentary, igneous and metamorphic
  • classify common rocks found in Utah as sedimentary-sandstone, conglomerate, shale; igneous-basalt, granite, obsidian, pumice; and metamorphic-marble, gneiss & schist
  • identify the processes of physical weathering that break down rocks at Earth's surface-water movement, freezing, plant growth & wind
  • distinguish between weathering -- wearing down and breaking of rock surfaces and erosion -- movement of materials
  • model erosion of Earth materials and collection of these materials as part of the process that leads to soil
  • investigate layers of soil in the local area and predict the sources of the sand and rocks in the soil
  • observe and list the components of soil -- minerals, rocks, air, water, living and dead organisms
  • diagram or model a soil profile showing topsoil, subsoil and bedrock
  • relate components of soils to growth of plants
  • explain how plants may control soil erosion
  • research and investigate ways to provide mineral nutrients for plants to grow without soil
  • Pre-assessment
  • Classroom participation
  • Soil profile model or diagram
  • Plant nutrient project
  • Student notebook/journal
  • Test
  1. Describe Utah fossils and explain how they were formed
  2. Explain how fossils can be used to make inferences about past life, climate, geology and environments
8 Class Hours
  • identify features of fossils that can be used to compare them to familiar living organisms
  • describe three ways fossils are formed in sedimentary rocks -- preserved organisms, mineral replacement of organisms, impressions or tracks
  • research locations where fossils are found in Utah
  • construct a simple fossil map of Utah
  • explain why fossils are usually found in sedimentary rock
  • based on fossils found in various locations, infer how Utah environments have changed over time
  • research information on two scientific explanations for the extinction of dinosaurs and other prehistoric organisms
  • formulate questions that can be answered using information gathered on the extinction of dinosaurs
  • Pre-assessment
  • Classroom participation
  • Prehistoric organism extinction project
  • Student notebook/journal
  • Fossil Map
  • Test
Utah plants and animals in wetland, forest and desert environments
  1. Describe physical characteristics of Utah's wetlands, forests, and deserts
  2. Describe common plants and animals found in Utah environments and how these organisms have adapted to the environments in which they live
  3. Use a simple scheme to classify Utah plants and animals
  4. Observe and record the behavior of Utah animals
12 Class Hours
  • compare physical characteristics (precipitation, temperature, etc.) of Utah's wetlands, forests, & deserts
  • describe Utah's 3 environments using major physical features of each
  • locate examples of areas that have characteristics of wetlands, forests or deserts in Utah
  • based on information gathered, classify areas of Utah that are generally identified as wetlands, forests or deserts
  • create models of wetlands, forests & deserts
  • identify common plants and animals that inhabit Utah's wetlands, forests and deserts
  • cite examples of physical features that allow particular plants and animals to life in specific environments
  • describe some of the interactions between animals and plants of a given environment
  • identify the effect elevation has on types of plants and animals that live in a specific wetland, forest or desert
  • find examples of endangered Utah plants and animals and describe steps being taken to protect them
  • explain how scientists use classification schemes
  • use a simple classification system to classify Utah plants or animals
  • observe and record the behavior of birds
  • describe how the behavior and adaptations of Utah mammals help them survive winter
  • research and report on the behavior of a species of Utah fish
  • compare the structure and behavior of Utah amphibians and reptiles
  • use simple classification schemes to sort Utah's common insects and spiders
  • Pre-assessment
  • Class participation
  • Student notebook/journal
  • Models of Utah environments
  • Utah animal research project
  • Utah endangered species project
  • Test

Fifth Grade

Chemical and physical changes in matter
  1. Matter is neither created nor destroyed
  2. Evaluate evidence of physical change
  3. Investigate evidence for changes in matter that occur during chemical reaction
15 Class Hours
  • explain matter, states of matter & physical properties
  • compare weights of parts & whole
  • compare weights after freezing or melting
  • describe physical changes in substance before and after change occurs
  • dissolve solid in liquid & compare weights
  • compare changes in substances that indicate physical change
  • identify observable evidence of a chemical change
  • investigate chemical changes when total weight is unchanged
  • explain why total weight is less than its reactants when gas is produced during chemical change
  • gives examples of chemical changes in daily life
  • compares physical changes to chemical changes
  • gives possible explanation for changed results when one material is changed in a chemical reaction
  • Pre-assessment
  • Written lab reports
  • Science notebook or journal
  • Tests
  • Student prepared demonstration
Forces that reshape Earth's surface
  1. Weathering and erosion
  2. Effects of volcanoes, earthquakes and uplift on Earth's surface
  3. Geological time and the relation to Earth's surface
20 Class Hours
  • identify physical land features
  • identify objects, processes & forces that weather and erode Earth's surface
  • describe how geological features are changed through erosion
  • identify specific geological features formed by volcanoes, earthquakes & uplift
  • give examples of types of landforms that are formed by volcanoes, earthquakes and uplift
  • describe how volcanoes, earthquakes and uplift change landforms
  • give examples of how technology is used to predict volcanoes & earthquakes
  • explain the relationship between time and specific geological changes
  • explain how layers of exposed rock, are the result of natural processes acting over long periods of time
  • describe the role of deposition in the processes that change Earth's surface
  • use a timeline to identify the sequence and time required for building and breaking down of geologic features on Earth
  • describe and justify how the surface of Earth would appear if there were no mountain uplift, weathering or erosion
  • Pre-assessment
  • Student notebook/journal
  • Participation in class discussion and activities
  • Student project
  • Tests
Magnets and magnetic fields
  1. Behavior of magnetism using magnets.
  2. Magnetic fields
8 Class Hours
  • understand and investigate the properties of magnetism (attracting & repelling)
  • compare various types of magnets
  • compare permanent and electromagnets
  • research & report uses of magnets supported by sound scientific principles
  • compare magnetic fields of various types of magnets
  • compare Earth's magnetic field to the magnetic field of a magnet
  • construct a compass and explain how it works
  • determine comparative strengths of Earth's magnetic field with that of a magnet
Static and current electricity
  1. Behavior of static electricity
  2. Behavior of current electricity
8 Class Hours
  • recognize occurrences of static electricity in everyday life
  • describe relationship of static electricity and lightning
  • observe & describe behavior of objects charged with static electricity
  • investigate &compare amounts of static charged produced by various objects
  • draw and label components of a complete circuit, build it, varying the components
  • predict effects of changing components in an electric circuit
  • investigate properties of materials as insulators and conductors
  • Pre-assessment
  • Classroom participation
  • Student notebook/journal
  • Functioning circuit
  • Test
Inherited Traits
  1. Traits are transferred from parent organism to offspring
  2. Variations of parents' traits may aid survival in a given environment
16 Class Hours
  • identify various traits
  • collect & organize data on a given set of traits
  • identify similar physical traits of a parent organism and its offspring
  • compare initially non-similar offspring to parent organisms (tadpoles-frogs, seeds-vegetables)
  • contrast inherited traits and non-inherited traits
  • investigate variations and similarities in plants
  • explain and give examples of adaptations
  • compare traits of a similar species for physical abilities, instinctual behaviors and specialized body structures
  • identify connections between an environment, an organisms physical attributes and a species survival advantage
  • research a specific plant or animal to report how specific physical attributes provide an advantage for survival in a specific environment
  • Pre-assessment
  • Class participation
  • Student notebook/journal
  • Research project
  • Test