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Hydromania and the Oregon Benchmarks

The following chart travels through each curriculum topic, tying them to the Oregon Benchmarks 2000 (this will link you to the Oregon Public Education Network website) that are addressed by that lesson. 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 I:
Measurement 		Science: Scientific Inquiry
  • CCG: Conduct procedures to collect, organize, and display scientific data.
  • CS: Conduct procedures to collect, organize, and display scientific data.
  • 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.
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 (g.), area (sq. cm.), volume (ml.), time, temperature, money, and angle.
  • Understand and apply the concept of division of a surface into unit squares.
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.
Mathematics: Measurement
  • CCG: Apply indirect methods of measurement (e.g. formulas, estimates).
  • CS: Indirect Measurement:
    >> Measure quantities indirectly using algebra, geometry, or trigonometry.
    >> Develop and use formulas and procedures to solve problems involving measurement.
  • Make and use estimates of length, weight, capacity, angle, money, and time.
  • Students will estimate length, weight, or capacity in any U. S. customary or metric units.
Mathematics: Algebraic Relationships
  • CCG: Use mathematical expressions and algebraic operations to solve equations.
  • CS: Expressions and Equations: Recognize and use mathematical expressions and algebraic operations to solve problems; use a variety of methods and tools to solve equations.
  • Use variables and open sentences to express algebraic relationships.
  • Emphasis is on simple, single-step relationships. Open sentences model single operations-- addition, subtraction, multiplication, and division of whole numbers
Mathematics: Algebraic Relationships
  • CCG: Represent patterns and mathematical relationships using symbols, graphs, numbers and words.
  • CS: Representations of Mathematical Relationships: Observe, analyze, and explain relationships; recognize, create, extend, and reproduce patterns and use patterns and functions to describe problems.
  • Represent how a change in one quantity can result in a change in another.
  • Recognize, create, describe, and extend a wide variety of numeric and geometric patterns.
  • Patterns could be generated in a variety of ways, including: addition, subtraction, multiplication, and division of whole numbers; arrangement of two- or three-dimensional geometric figures; relationships among component parts of geometric figures.
Mathematics: Mathematical Problem Solving
  • CCG: Identify problems and select information to solve them.
  • CS: Conceptual Understanding: Understand and formulate problems, selecting pertinent information to solve them.
  • Use pictures, models, diagrams, and symbols to show main mathematical concepts in the problem.
  • Select and use relevant information in the problem to solve it.
Mathematics: Mathematical Problem Solving
  • CCG: Develop and apply problem-solving strategies accurately to solve problems.
  • CS: Processes and Strategies: Develop and apply problem-solving strategies accurately to solve problems.
  • Select and use appropriate mathematical strategies. Apply graphic and/or numeric models to solve the problem.
Mathematics: Mathematical Problem Solving
  • CCG: Communicate solution process in an easily understood manner.
  • CS: Communication: Communicate solutions and reasoning in an easily understood manner.
  • Communicate the solution with clear reasoning applicable to the problem.
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 from further investigation.
Topic II:
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.
Topic III:
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.
Topic IV:
Newton's Laws of Motion 		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: 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 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.
Topic IV:
Newton's Laws of Motion 		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: 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.
  • 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.
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 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.
  • Describe examples of energy transfer.
  • Identify examples of energy transfer in students' own lives and environment.
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 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.
Art: Create, Present, and Perform
  • CCG: Apply artistic elements and technical skills to create, present and/or perform works of art for a variety of audiences and purposes.
  • CS: Apply artistic elements and technical skills to create, present and/or perform works of art for a variety of audiences and purposes.
  • Create, present, and/or perform a work of art, using experiences, imagination, observations, artistic elements and technical skills to achieve desired effect.
Topic V:
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.
Topic VI:
Power 		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 the changes people make in their environment.
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.
  • 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.
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.
  • 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 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.
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: 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.
  • 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 compare the strength of magnets based on the size of objects they will pick up.
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 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.
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.
  • 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.
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.
  • Identify different ways and places in which scientists work.
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.
  • Identify examples of how scientific knowledge changes over time.
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.
  • (No benchmarks listed under this content standard.)
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 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.
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.
  • (No benchmarks listed under this Content Standard.)
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.
  • (No benchmarks listed under this Content Standard.)
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.
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).
  • Understand that all economic choices have costs and benefits, and compare options in terms of costs and benefits.
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.
  • Understand how supply and demand influence price, and how price increases or decreases influence the decisions of consumers.
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.
  • Understand the processes of earning, saving, spending, budgeting, and recordkeeping in money management.
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.
  • 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.
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.
  • (No benchmarks listed under this Content Standard.)
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.
  • (No benchmarks listed under this Content Standard.)
Topic VII:
Native American Philosophies 		Second Languages: Culture
  • CCG: Compare and contrast cultural practices of first and second language cultures.
  • CS: Compare and contrast cultural practices of first and second language cultures.
  • Compare basic similarities and differences between first and second language cultures.
Social Science: History
  • CCG: (No goals listed.)
  • CS: State and Local History
    > Understand and interpret events, issues, and developments in the history of one's family, local community, and culture.
    > Understand and interpret the history of the state of Oregon.
  • (No benchmarks listed under this Content Standard.)
Topic VIII:
Biology 		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 describe the relationships among organisms in food chains and simple food webs.
  • 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.
  • 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.
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 identify particular structures in animals with the function they serve. For example, webbed feet perform the function of paddling through the water.
  • 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: 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 associate specific structures with their functions in the survival of the organism. For example, the colorful petals of a flower serve to attract insects, which aid in the reproduction of the plant.
  • Describe the basic needs of living things.
  • Students will distinguish between basic and nonessential needs of an organism.
Science: Life Science
  • CCG: Describe the transmission of traits in living things.
  • CS: Heredity: Understand the transmission of traits in living things.
  • Describe the life cycle of an organism.
  • Students will identify, from a series of drawings, the life cycle of common organisms, such as seed plants, butterflies, or frogs.
  • Students will recognize that new organisms are produced by living organisms of similar kind, and do not appear spontaneously from inanimate materials.
Science: Life Science
  • CCG: Explain the interdependence of organisms in their natural environment.
  • CS: Diversity/Interdependence: Understand the relationships among living things and between living things and their environment.
  • Describe the relationship between characteristics of specific habitats and the organisms that live there.
  • Students will draw a series of food chains for specific habitats.
  • Students will identify the producers, consumers, and decomposers and predator-prey relationships in a given habitat.
  • Students will explain if and why each of the living and non-living elements present within a closed environment (such as an aquarium) is needed. For example, rocks are needed for shelter and plants provide oxygen for fish.
  • Students will recognize how all animals depend upon plants whether or not they eat the plants directly.
  • Students will identify the living and non-living resources unique to a specific habitat. For example, the desert has sun and dry sandy soil (non-living resources) that the cactus has adapted to by developing thick skin and shallow roots to gather and conserve water.
  • Students will describe how animal behavior can improve the chance of survival. Examples might include mutually beneficial relationships such as ramoras cleaning the parasites from fish gills; communication such as scent to mark territory or warning calls by birds; social behaviors in insects, birds, and mammals.
Science: Life Science
  • CCG: Describe the principles of natural selection and adaptation.
  • CS: Diversity/Interdependence: Understand the relationships among living things and between living things and their environments.
  • Describe how adaptations help an organism survive in its environment.
  • Students will identify how an organism's fur, color, shape, size, etc., adapt to its specific environment.
  • Students will identify how and why unique animal and plant structures and behaviors are adaptive. Examples might include a plant developing thorns for protection from birds and larger herbivores; an octopus copying the color and texture of its surroundings for camouflage; vultures spreading their wings toward the sun to kill bacteria acquired when feeding on carrion.
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.
  • 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.
  • Students will identify how soils vary from place to place in color, texture, components, reaction to water, and ability to support the growth of plants.
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.
  • Identify different ways and places in which scientists work.
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.
  • Identify examples of how scientific knowledge changes over time.
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.
  • (No benchmarks listed under this content standard.)
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.
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.
  • (No benchmarks listed under this Content Standard.)
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.
  • (No benchmarks listed under this Content Standard.)
Topic IX:
Bernoulli's Principle 		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 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.
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: 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.
  • 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.
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.
  • Identify different ways and places in which scientists work.
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.
  • Identify examples of how scientific knowledge changes over time.
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.
  • (No benchmarks listed under this content standard.)
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 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 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.
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.
  • (No benchmarks listed under this Content Standard.)
Topic IX:
Ecology 		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.
  • Diagram and explain a cycle.
  • Students will recognize and describe cycles in natural and man-made systems.
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 describe the relationships among organisms in food chains and simple food webs.
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 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.
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.
  • Students will describe the relationship between factors of weather and the resulting change to the Earth's surface.
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 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 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 associate specific structures with their functions in the survival of the organism. For example, the colorful petals of a flower serve to attract insects, which aid in the reproduction of the plant.
  • 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.
  • Describe the basic needs of living things.
  • Students will distinguish between basic and nonessential needs of an organism.
  • Students will describe how a plant or animal grows when its needs are met.
Science: Life Science
  • CCG: Describe the transmission of traits in living things.
  • CS: Heredity: Understand the transmission of traits in living things.
  • Describe the life cycle of an organism.
  • Students will identify, from a series of drawings, the life cycle of common organisms, such as seed plants, butterflies, or frogs.
  • Students will recognize that new organisms are produced by living organisms of similar kind, and do not appear spontaneously from inanimate materials.
Science: Life Science
  • CCG: Explain the interdependence of organisms in their natural environment.
  • CS: Diversity/Interdependence: Understand the relationships among living things and between living things and their environment.
  • Describe the relationship between characteristics of specific habitats and the organisms that live there.
  • Students will draw a series of food chains for specific habitats.
  • Students will identify the producers, consumers, and decomposers and predator-prey relationships in a given habitat.
  • Students will explain if and why each of the living and non-living elements present within a closed environment (such as an aquarium) is needed. For example, rocks are needed for shelter and plants provide oxygen for fish.
  • Students will recognize how all animals depend upon plants whether or not they eat the plants directly.
  • Students will identify the living and non-living resources unique to a specific habitat. For example, the desert has sun and dry sandy soil (non-living resources) that the cactus has adapted to by developing thick skin and shallow roots to gather and conserve water.
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.
  • 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.
  • Students will identify how soils vary from place to place in color, texture, components, reaction to water, and ability to support the growth of 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.
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 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.
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.
  • (No benchmarks listed under this Content Standard.)
Art: Create, Present, and Perform
  • CCG: Apply artistic elements and technical skills to create, present and/or perform works of art for a variety of audiences and purposes.
  • CS: Apply artistic elements and technical skills to create, present and/or perform works of art for a variety of audiences and purposes.
  • Create, present, and/or perform a work of art, using experiences, imagination, observations, artistic elements and technical skills to achieve desired effect.
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