| Curriculum Topic |
Common Curriculum Goals (CCG)/
Content Standards (CS) |
Grade 5 Benchmarks |
Topic VIII:
Power
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Science: Unifying Concepts and Processes
- CCG: Use concepts and processes of change, constancy, and measurement.
- 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.
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- Describe and explain different rates of change.
- Students will identify and describe examples of rapid change and changes that happen at a slower pace.
- Students will identify and describe the changes people make in their environment.
- Diagram and explain a cycle.
- Students will recognize and describe cycles in natural and man-made systems.
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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.
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- 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.
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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.
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- 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.
- Students will use pictorial models to explain relationships within systems such as food chains, food webs, chains of events, and their community.
- Students will understand that geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world, but such representations cannot usually be exact in detail.
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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.
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- 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.
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Science: Unifying Concepts and Processes
- CCG: Use concepts and processes of structure and function.
- 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.
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- Describe physical and biological examples of how structure relates to function.
- Students will describe how the design of technological devices is related to the function of those devices. For example, cars are shaped aerodynamically so they will move easily through the air.
- Students will identify characteristics of natural structures which lend themselves to human use. For example, wide, deep, slowmoving rivers are ideal for ship traffic.
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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.
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- (No benchmarks listed under this Content Standard.)
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Science: Physical Science
- CCG: Identify structures and properties of matter.
- CS: Matter: Understand structure and properties of matter.
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- Identify substances as they exist in different states of matter.
- Students will distinguish among solids, liquids, and gases.
- Students will identify unique properties of each state of matter.
- Students will determine whether an unidentified substance is a solid, liquid, or gas by analyzing its properties.
- Students will give examples of or identify each state of matter alone and in combinations, such as solids with liquids in them.
- Students will recognize that gases occupy space and can expand or condense to fit into the space available.
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Science: Physical Science
- CCG: Describe chemical and physical changes.
- CS: Matter: Understand chemical and physical changes
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- Describe the ability of matter to change state by heating and cooling
- Students will infer that heating and cooling cause changes in properties of matter.
- Students will explain how transformations among solids, liquids, and gases occur.
- Students will describe the conditions that affect changes in the state of matter, such as freezing point and boiling point.
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Science: Physical Science
- CCG: Describe electrical, magnetic, gravitational, and other forces and the motions resulting from them.
- CS: Force and Motion: Understand fundamental forces, their forms, and their effects on motion.
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- Describe and compare the motion of objects.
- Students will predict and explain which way an object will move based upon its mass, composition, and the force exerted upon it.
- Students will describe an object's motion by tracing and measuring its position over time.
- Students will explain simple changes in the motion of an object, such as the acceleration of objects moving downhill, the slowing of objects due to friction, and the curving of the path of a thrown object or a satellite.
- Students will draw a correlation between gravity and mass of an object, for example, the greater the mass, the greater the gravitational pull.
- Identify examples of electricity, magnetism, and gravity exerting force on an object.
- Students will determine whether or not a magnet will attract a certain substance.
- Students will indicate from a diagram whether a magnet will push or pull on another magnet.
- Students will compare the strength of magnets based on the size of objects they will pick up.
- Students will explain why compasses point north.
- Students will identify a complete electrical circuit.
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Science: Physical Science
- CCG: Explain the interaction of energy and matter.
- CS: Energy Understand the interactions of energy and matter.
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- Identify forms and behaviors of various types of energy.
- Students will differentiate among the various forms of energy: heat, light, sound, and electricity.
- Students will understand and use common terms such as friction and conduction in relation to forms of energy.
- Students will identify the effects that various forms of energy have on matter, such as producing light, motion, sound, warmth, and change of state.
- Students will recognize the factors affecting the behavior of electricity and its path of flow through a circuit.
- Students will indicate that the path of light is always in a straight line, but can be relected, refracted, or absorbed.
- Describe examples of energy transfer.
- Students will predict which way heat will transfer when presented with a diagram of objects at different temperatures.
- Students will predict which materials will conduct heat more efficiently and which materials can be used to prevent heat loss or heat gain.
- Students will understand that heat is produced in many ways, such as from light, burning, electricity, friction, and as a by-product of mechanical and electrical machines.
- Students will identify examples of energy transfer in students' own lives and environment.
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Science: Earth and Space Science
- CCG: Identify the structure of the Earth system and changes that can occur in its physical properties.
- CS: The Dynamic Earth: Understand the properties and limited availability of the materials which make up the Earth.
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- Identify properties and uses of Earth materials.
- Students will recognize that Earth materials have different physical and chemical properties that can be used in different ways such as for building materials, as sources of fuel, or as an environment of growing plants.
- Identify causes of Earth surface changes.
- Students will identify effects of wind and running water on Earth materials, for example, erosion of soil by wind.
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Science: History and Nature of Science
- CCG: Describe science as a human endeavor.
- CS: Understand that science is a human endeavor practiced by individuals from many different cultures.
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- Identify different ways and places in which scientists work.
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Science: History and Nature of Science
- CCG: Explain how scientific knowledge changes by evolving over time, almost always building on earlier knowledge.
- CS:Understand that scientific knowledge is subject to change based on new findings and results of scientific observation and experimentation.
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- Identify examples of how scientific knowledge changes over time.
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Science: History and Nature of Science
- CCG: Explain that scientific knowledge is developed through the use of empirical standards, logical arguments, and skepticism.
- CS: Understand that scientific knowledge distinguishes itself through the use of empirical standards, logical arguments, and skepticism.
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- (No benchmarks listed under this content standard.)
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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.
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- 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.
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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.
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- 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.
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Science: Scientific Inquiry
- CCG: Conduct procedures to collect, organize, and display scientific data.
- CS: Conduct procedures to collect, organize, and display scientific data.
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- 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 measure and record simple properties such as temperature, time, distance, volume, and mass.
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Science: Scientific Inquiry
- CCG: Analyze scientific information to develop and present conclusions.
- CS: Analyze scientific information to develop and present conclusions.
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- 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.
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Science: Science and Technology
- CCG: (No goal listed.)
- CS:
> Understand the relationship that exists between science and technology.
> Understand the process of technological design to solve problems and meet needs.
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- (No benchmarks listed under this Content Standard.)
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Science: Science in Personal and Social Perspectives
- CCG: (No goal listed.)
- CS:
> Describe the role of science and technology in local, national, and global issues.
> Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies.
> Explain risks and benefits in personal and community health from a science perspective.
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- (No benchmarks listed under this Content Standard.)
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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.
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- 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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Social Science: Economics
- CCG: Understand how the U. S. market economy functions as a system to address issues of resource allocation, including production, consumption, and exchange of goods and services.
- CS: Understand that resources are limited (e. g. scarcity, opportunity, cost).
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- Understand that all economic choices have costs and benefits, and compare options in terms of costs and benefits.
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Social Science: Economics
- CCG: Understand how economic conditions in a market economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government.
- CS:
> Understand economic tradeoffs and how choices result in both costs and benefits to individuals and society.
> Understand economic concepts, principles, and factors affecting the allocation of available resources in the U. S. market economy.
> Understand the role of government and institutions (i. e. banks, labor unions) in various economic systems in the U. S. market economy.
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- Understand how supply and demand influence price, and how price increases or decreases influence the decisions of consumers.
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Social Science: Economics
- CCG: Demonstrate the knowledge and skills necessary to make reasoned and responsible financial decisions as a consumer, producer, saver, and investor in a market economy.
- CS: Apply economic concepts and principles to issues of personal finance.
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- Understand the processes of earning, saving, spending, budgeting, and recordkeeping in money management.
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Social Science: Social Science Analysis
- CCG:
> Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon.
> Identify, compare, and evaluate outcomes, responses, or solutions, then reach a supported conclusion.
- CS: Identify, analyze, and select a course of action to resolve an issue.
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- Explain characteristics of an event, issue, or problem, suggesting possible causes and results.
- Identify a response or solution, and explain why it makes sense, using support from research.
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Technology: Technological Knowledge
- CCG: (School Districts may establish their own content standards and benchmarks in technology. The Oregon Department of Education encourages school districts to provide quality technology education.)
- CS: Demonstrate understanding of technological concepts and processes, and their relationship to and impact on other disciplines.
> Understand the nature and evolution of technology.
> Understand that technology can be used to solve problems and meet needs.
> Assess the impacts and consequences of technology.
> Understand the relationship between technology and other disciplines.
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- (No benchmarks listed under this Content Standard.)
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Technology: Technological Application
- CCG: (School Districts may establish their own content standards and benchmarks in technology. The Oregon Department of Education encourages school districts to provide quality technology education.)
- CS: Apply technological concepts and processes to solve practical problems and extend human capabilities.
> Adapt technological concepts and processes to biological, informational and physical systems to form technologies and solve practical problems.
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- (No benchmarks listed under this Content Standard.)
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