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Hydromania's States of Matter Unit
and the Oregon Benchmarks

The following chart travels through the States of Matter 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 VII:
States of Matter		 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.
  • 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 varying rates of change in organisms, i.e., in childhood versus in adulthood.
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: 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.
  • Describe physical and biological examples of how structure relates to function.
  • Students will relate structures in plants to their functions. For example, tree trunks are solid and strong, and this enables them to provide support for the tree.
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.
  • 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.
Science: Physical Science
  • CCG: Describe chemical and physical changes.
  • CS: Matter: Understand chemical and physical changes
  • 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.
  • Students will identify and explain changes in states of matter that they may see in their environment, e. g., puddles disappearing on a warm day, mirrors fogging up.
  • Students will identify or give examples of the interchangeability of the states of matter, such as liquid water, water vapor, clouds, fog, snow, etc.
Science: Physical Science
  • CCG: Explain the interaction of energy and matter.
  • CS: Energy Understand the interactions of energy and matter.
  • Identify forms and behaviors of various types 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.
  • Describe examples of energy transfer.
  • Students will identify examples of energy transfer in students' own lives and environment.
Science: Life Science
  • CCG: Describe the characteristics, structure, and functions of organisms.
  • CS: Organisms: Understand the characteristics, structure, and functions of organisms.
  • Describe basic plant and animal structures and their functions.
  • Students will draw comparisons between structures that are functionally equivalent in plants and animals. For example, the root system in plants and the circulatory system in animals both serve the function of transporting nutrients to the organism.
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: 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 recognize how 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.
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