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Hydromania's Density Unit
and the Oregon Benchmarks

The following chart travels through the Density unit, tying it to the Oregon Benchmarks 2000 (this will link you to the Oregon Public Education Network website) that are addressed by that unit. Sometimes only parts of a particular benchmark will be applicable to a Hydromania unit, but we thought it best to cite the entire benchmark for easier reference to these state goals. Please note also that because a lesson can be taught and expanded on at many levels of thoroughness, benchmarks were included assuming the most thorough coverage of the topic. Therefore, each teacher will want to review the listed benchmarks in order to see for her/himself which ones are in agreement with their plans. Hopefully you will find this to be a helpful and timesaving tool as you help students rise to the challenge of meeting these goals.

Curriculum Topic Common Curriculum Goals (CCG)/
Content Standards (CS)		 Grade 5 Benchmarks
Topic V:
Density 		Science: Unifying Concepts and Processes
  • CCG: Use concepts and processes of systems, order, and organization.
  • CS:
    > Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
    > Apply explanatory concepts of model, system, theory, probability, and replication.
    > Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
    > Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
  • Identify interactions among parts of a system.
  • Students will explain the function of various parts of simple physical systems, such as in an electrical circuit using batteries and bulbs.
Science: Unifying Concepts and Processes
  • CCG: Use concepts and processes of evidence models, and explanation.
  • CS:
    > Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
    > Apply explanatory concepts of model, system, theory, probability, and replication.
    > Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
    > Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
  • Use models to explain how objects, events, and/or processes work in the real world.
  • Students will use physical models to explain such phenomena as the solar system or surface features of Earth, continents, river systems, and their neighborhood.
Science: Unifying Concepts and Processes
  • CCG: Use concepts and processes of evolution and equilibrium.
  • CS:
    > Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
    > Apply explanatory concepts of model, system, theory, probability, and replication.
    > Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
    > Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
  • Organize evidence of a change over time.
  • Students will observe and record change in phenomena for a period of time.
  • Students will sort data and display in a logical sequence.
  • Describe actions that can cause or prevent changes.
  • Students will explain results of classroom experiments in terms of cause and effect.
Science: Unifying Concepts and Processes
  • CCG: (No goal listed)
  • CS:
    > Use basic scientific process skills to observe, measure, use numbers, classify, question, infer, hypothesize, and communicate.
    > Use integrated scientific process skills to predict, design experiments, control variables, interpret data, define operations, and formulate models.
  • (No benchmarks listed under this Content Standard.)
Science: Physical Science
  • CCG: Identify structures and properties of matter.
  • CS: Matter: Understand structure and properties of matter.
  • Students will identify unique properties of each state of matter.
Science: Scientific Inquiry
  • CCG: Formulate and express scientific questions and hypotheses to be investigated.
  • CS: Formulate and express scientific questions and hypotheses to be investigated.
  • Ask questions and make predictions that are based on observations and can be explored through simple investigations.
  • Students will ask questions about objects, organisms, and events in the world.
  • Students will identify questions that can be explored through a scientific investigation.
Science: Scientific Inquiry
  • CCG: Design scientific investigations to address and explain questions and hypotheses.
  • CS: Design scientific investigations to address and explain questions and hypotheses.
  • Design an investigation to answer questions or check predictions.
  • Students will identify which tools to use for the investigation.
  • Students will use appropriate units of measure for the investigation.
  • Students will recognize reasons for controlling variables.
Science: Scientific Inquiry
  • CCG: Conduct procedures to collect, organize, and display scientific data.
  • CS: Conduct procedures to collect, organize, and display scientific data.
  • Collect, organize, and summarize data from investigations.
  • Students will select and use an appropriate organization for data summary.
  • Students will select and use familiar tools, such as magnifiers, thermometers, and rulers, to gather data.
  • Students will recognize how to measure and record simple properties such as temperature, time, distance, volume, and mass.
Science: Scientific Inquiry
  • CCG: Analyze scientific information to develop and present conclusions.
  • CS: Analyze scientific information to develop and present conclusions.
  • Analyze, interpret, and summarize data from investigations.
  • Students will analyze and interpret data related to the question or hypothesis.
  • Students will explain why the data from one person's investigation might differ from the data of others performing the same investigation.
  • Students will analyze data to determine possible questions for further investigation.
Mathematics: Calculation and Estimation
  • CCG: Compute with whole numbers, fractions, decimals, and integers, using paper and pencil, calculators, and computers.
  • CS: Computation: Read, write, and order real numbers.
  • Perform calculations on whole numbers, fractions, and decimals using paper and pencil and calculators. Students will demonstrate these skills by performing or explaining the following operations: ordering whole numbers, fractions with single-digit numerators and unlike denominators, and decimals to the thousandths.
Mathematics: Measurement
  • CCG: Determine appropriate units, tools, and techniques to measure to the degree of precision and accuracy desired in particular situations.
  • CS: Units and Tools: Determine and use appropriate standard and nonstandard units and tools of measurement to measure to the degree of accuracy desired in particular situations.
  • Select the appropriate units and tools to measure length (cm.), perimeter, weight, area, volume (ml.), time, temperature, money, and angle.
Mathematics: Measurement
  • CCG: Apply direct methods of measurement in metric, U. S. customary, and other systems.
  • CS: Direct Measurement: Describe, estimate, and use measures of length, perimeter, weight, time, temperature, money, and capacity.
  • Measure length, perimeter, weight, area, volume, time, temperature, and angle using standard and nonstandard units of measurement.
  • Using any customary U. S. or metric units, students will read measurements from illustrations of rulers, clocks, scales, and thermometers.
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