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Hydromania's Surface Tension Unit
and the Oregon Benchmarks

The following chart travels through the Surface Tension 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 IV:
Surface Tension 		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.
  • 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.
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.
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