SCIENCE. Benchmark 2. Identify substances, as they exist in different states of matter. Eligible content:

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1 SCIENCE Comparison of Oregon Science Adopted April 6, 00 with those previously in effect Key to symbols used in this Comparison document: Underscore added to April 6, 00, Strikethrough deleted from previous standards April 6, 00 PHYSICAL SCIENCE: Understand structures and properties of matter and changes that occur in the physical world. Common MATTER Understand structure and properties of matter. Identify Understand structures and properties of matter. Describe objects according to their physical properties. Identify substances, as they exist in different states of matter. Compare and contrast properties of specific substances. Describe and explain properties of elements and their relationship to the periodic table. Distinguish among solids, liquids, and gases. Identify unique properties of each state of matter. Determine whether an unidentified substance is a solid, liquid, or gas from description of its properties. Recognize that substances may be grouped by their physical or chemical properties. Metals are an example of such a group. Use the concepts of density and buoyant force to evaluate which objects will float or sink in water. Describe how to determine physical measure characteristic properties, e.g. students can identify materials based on their density. including boiling and melting points, solubility, and density. (changed order in this list) Explain atoms and their base components (protons, neutrons, and electrons) as a basis for all matter. Read and interpret the periodic table including element symbols (such as H, CI, Ne), atomic numbers of an element (number of protons), and atomic mass number (total number of protons and neutrons recognize the relationship of the chemical and physical properties of the elements to their position on the periodic table. Recognize that the historical development of atomic theory demonstrates how scientific knowledge changes over time, and how those changes have had an impact on society. Understand chemical and physical changes. Describe and analyze chemical and physical changes. Describe changes that occur in matter. Describe the ability of matter to change state by heating and cooling. Explain common chemical reactions. Compare physical and chemical changes. Analyze the effects of various factors on physical changes and chemical reactions. Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages -6

2 Recognize that heating and cooling cause changes in states of matter. Describe the properties of matter that affect its change in state, e.g. freezing point and boiling point. Identify changes in states of matter that they may see in their environment, e.g. puddles disappearing on a warm day, mirrors fogging up. Identify examples of the interchangeability of the states of matter, such as liquid water, vapor, clouds, fog, snow, etc. Distinguish between examples of chemical changes and physical changes. Describe processes that will separate the components of physical mixtures. Describe events that accompany chemical changes, but not physical changes. Recognize two or more elements can combine to make a compound, e.g. the elements hydrogen and oxygen combine to make the compound water. Explain how our understanding of the nature of matter and chemical reactions has changed over time. Explain Describe how transformations among solids, liquids, and gases occur (change of state). Explain that reaction rates depend on how often the reacting atoms and molecules encounter one another. Describe chemical reactions, e.g. burning, rusting, baking soda reacting with vinegar, and saliva changing starches to sugar. (in , this was assigned to Grade8 ) in terms of reactants, and products and equilibrium. Describe ways in which chemical reactions can be speeded up such as by heating, stirring solutions, increasing the concentration of reactants in a solution, increasing the surface area of solids, increasing pressure on gases, or adding catalyst/enzyme. Identify factors that can influence change of state such as including temperature, pressure, and concentration. Recognize examples that show when substances combine or break apart in a chemical reaction, the total mass remains the same (conservation of mass)(in , this was assigned to Grade 8 ). Describe chemical reactions in terms of reactants and products. Describe the factors that affect the rate of chemical reactions. Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages -6

3 Compare physical and chemical changes. Distinguish between examples of chemical and physical changes. Describe process that will separate the components of physical mixtures. Describe events that accompany chemical changes, but not physical changes, e.g., color changes, temperature changes, or formation of gas. FORCE AND MOTION Understand fundamental forces, their forms, and their effects on motion. Describe electrical, magnetic, gravitational, and other fundamental forces and the motions resulting from them. Describe an object s position and how to affect its movement. Describe and compare the motion of objects. Explain interactions between force and matter and relationships among force, mass, and motion. Describe and explain the effects of multiple forces acting on an object. Recognize and describe the motion of an object based on in terms of one or more forces acting upon it. Recognize and describe the motion of which way an object will move based on its mass, and the force exerted upon it. Understand and apply the relationship F=ma in situations in which one force acts on an object. Recognize and describe simple changes in the motion of an object, such as the acceleration objects moving downhill, the slowing of objects due to friction, and the curving of the path of a thrown object or a satellite. Predict ways to the change in direction or speed of an object by changing the forces acting upon it, e.g., increasing frictional force. Explain the principle that moving objects, with no forces acting on them, continue to move at the same speed and in the same direction (inertia). Recognize that equal and opposite forces occur when one object exerts a force on another. Infer the nature of Describe the forces acting on an object, based on the motion of that object. Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages -6

4 Identify examples of electricity, magnetism and gravity exerting force on an object. Recognize that every object exerts gravitational force on every other object. Recognize that gravity is a universal force. Recognize that magnets attract and repel each other and other materials. Describe the effect of gravitational force on objects at the Earth s surface. Describe the relationship of mass and distance to gravitational force. Determine whether or not a magnet will attract a certain substance. Compare the strength of magnets based on the mass of objects they will pick up.. Recognize that compasses point north. Recognize that things on or near Earth are pulled toward it by Earth s gravity. ENERGY Understand the interactions of energy, its transformations and interactions with and matter. Explain and analyze the interaction of energy and matter. Identify common types and uses of energy. Identify forms and behaviors of various types of energy. of various types of energy and their effects on matter. Compare and contrast forms and behaviors of various types of energy. Describe differences and similarities between kinds uses of wavesforms e.g., including sound, seismic, electromagnetic, as a means of transmitting energy. Identify the various forms of energy including heat, light, sound, and electricity. Identify the effects that various forms of energy have on matter, e.g. producing light, motion, sound, warmth, and change of state. Recognize behavioral properties of various forms of energy, including behavior of electricity and its path of flow through a Distinguish between the forms of energy associated with including heat, chemical light, electricity, sound, and mechanical and gravitational potential energy. Make predictions about the flow of energy, e.g. heat and electricity in a system. Recognize that waves of all kinds have energy that can be transferred when the waves interact with matter. Describe the interaction of waves with matter. For example, UV light may result in sunburned skin, sunlight warms the pavement, and microwaves cook food. Apply the concepts of frequency, wavelength, amplitude, and energy to electromagnetic and Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages 4-6

5 circuit. mechanical waves phenomena. Indicate that the path of light is always in a straight line, but can be reflected, refracted, or absorbed. Describe examples of energy transfer. Describe and explain various ety of energy transfers and transformations. Describe and analyze examples of conservation of energy. Identify the direction of heat transfer on a diagram showing objects at different temperatures. Tell which way heat will transfer (flow) when presented with a diagram of objects at different temperatures. Describe which materials will conduct heat more efficiently and which materials can be used to prevent heat loss or heat gain. Identify ways to produce heat including light, burning, electricity, friction, and as a byproduct of mechanical and electrical machines. Trace the flow of energy transformations in a system. Apply the Explain the principle that energy is conserved, neither created nor destroyed. Identify how technology advances have changed humankind s use of energy. Recognize that heat energy is a by-product of most energy transformations. (moved from 8th grade eligible content adopted in March, 998) Describe Identify various ways in which energy can be transferred, including chemical reactions, nuclear reactions and light waves. Differentiate Explain the difference between potential and kinetic energy. Analyze the flow of energy through a system by applying the law of conservation of energy. 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. Identify examples of energy transfer in the environment. Identify examples of energy transfer in students own lives and environment. Trace the energy derived from fossil fuels back to the light and heat energy from the sun. Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages 5-6

6 SCIENCE Comparison of Oregon Science Adopted April 6, 00 with those previously in effect Key to symbols used in this Comparison document: Underscore added to April 6, 00, Strikethrough deleted from previous standards April 6, 00 LIFE SCIENCE: Understand structure, functions, and interactions of living organisms and the environment. Common ORGANISMS Understand the characteristics, structure, and functions of organisms. Describe the characteristics, structure, and functions of organisms. Recognize characteristics that are similar and different between organisms. Classify organisms based on a variety of characteristics. Group or classify organisms based on a variety of characteristics. Describe basic plant and animal structures and their functions. (Moved below.) (Moved below.) Classify a variety of living things into groups using various characteristics. Describe the function of organ systems. Describe and explain the relationship and interaction of organ systems. Classify organs by the system to which they belong. Identify organ systems at work during a particular activity and describe their effect on each other. For example, explain how running increases the activity of the circulatory, respiratory, muscular, skeletal, and nervous systems. Describe the basic needs of living things. Describe basic plant and animal structures and their functions. Describe the basic needs of living things. Describe and explain the structure and functions of an organism In terms of cells, tissues, and organs. (moved from above) Describe, explain, and compare the structure and functions of cells in organisms.(moved from above) Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages 6-6

7 Associate specific structures with their functions in the survival of the organism, e.g. the colorful petals of a flower serve to attract insects, which aid in the reproduction of the plant. Identify structures that are functionally equivalent in plants and animals, e.g. the root system in plants and the circulatory system in animals both serve the function of transporting nutrients to the organism. Distinguish between basic and nonessential needs of an organism. Identify differences and similarities between plant and animal cells. Recognize how structural differences among organisms at the cellular, tissue, and organ level are related to their habitat and life requirements. Give examples of common structures in plants and animals or in two kinds of animals. Identify photosynthesis as the process by which plants use the energy in light to make sugars out of carbon dioxide and water, and that this food can be used immediately for fuel or materials or it may be stored for later use. Explain how our understanding of cells and microbes have changed over time. Describe how biological systems can maintain equilibrium (homeostasis) Identify unique structures in cells from plants, animals, and prokaryotes. Identify cell organelles and state how they help a particular cell carry out its life functions. their activities can contribute to a particular type of cell carrying out its functions. Explain the role of the cell membrane during in cell transport. Distinguish between active and passive transport, including diffusion and osmosis, explaining the mechanisms of each. Describe photosynthesis as a chemical process and part of the carbon cycle. Explain how the development of tools and technology, including microscopes, has aided in the understanding of cells and microbes. HEREDITY Understand the transmission of traits in living things. Describe Understand the transmission of traits in living things. Describe how related plants and animals have similar characteristics. Describe the life cycle of an organism. Describe how the traits of an organism are passed from generation to generation. Explain laws of heredity and their relationship to the structure and function of DNA. Describe the life cycle of common organisms, e.g. seed plants, insects, or frogs. Recognize that organisms are produced by living organisms of Distinguish between asexual and sexual reproduction. Identify traits, which are inherited through genes and those, which are acquired through resulting Recognize Describe the structure and function of DNA, including base sequences, amino acids, and protein and the way that DNA functions to control protein Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages 7-6

8 similar kind, and do not appear spontaneously from inanimate materials. from interaction with the environment. Use simple laws of probability to predict patterns of heredity with the use of Punnett Squares. synthesis. Recognize that changes in DNA (mutations) and anomalies in chromosomes create changes in organisms. Explain how our understanding of heredity has changed over time. Recognize and understand the differences between meiosis and mitosis in cellular reproduction. Apply concepts of inheritance of traits to determine the characteristics of offspring,e.g. including Mendel s laws, Punnett squares, and pedigrees. Recognize the existence of technology that can alter and/or determine inherited traits. DIVERSITY/INTER- DEPENDENCE Understand the relationships among living things and between living things and their environments. Explain and analyze the interdependence of organisms in their natural environment. Describe a habitat and the organisms that live there. Describe the relationship between characteristics of specific habitats and the organisms that live there. Identify and describe the factors that influence or change the balance of populations in their environment. Describe and analyze the effect of species, including humans, on an ecosystem. Use drawings or models to represent a series of food chains for specific habitats. Draw a series of food chains for specific habitats. Identify the producers, consumers, and decomposers in a given habitat. Explain if and why each of the living and nonliving elements present within a closed environment (such as an aquarium) is needed, e.g., rocks are needed for shelter and plants provide oxygen for fish. Recognize how all animals depend upon plants whether or Identify that sunlight is the major source of energy in most ecosystems and that energy then passes from organism to organism in food webs. Identify energy sources within a food web and determine how energy is passed through the ecosystem, e.g. producers transfer sunlight into chemical energy through photosynthesis. Identify and describe how the balance of biotic and abiotic resources will change with the introduction of a new element within an ecosystem, e.g. factors such as increased number of predators and climate changes Predict outcomes of changes in resources and energy flow in an ecosystem. Explain how humans and other species can impact an ecosystem. Explain how the balance of biotic and abiotic resources will change with the introduction of a new species within an ecosystem. Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages 8-6

9 not they eat the plants directly. Describe the living and nonliving resources in a specific habitat and the adaptations of organisms to that habitat, e.g. the desert habitat has sun and dry sandy soil (nonliving resources) that the cactus has adapted to by developing thick skin and shallow roots to gather and conserve water. Describe how animal behavior can improve the chance of survival. Examples might include mutually beneficial relationships such as remoras 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. Explain the relationship between animal behavior and species survival. can limit the population of certain species within the ecosystem. Identify populations of organisms within an ecosystem by the function that they serve, e.g. producer, consumer, or decomposer, and how they interact. Differentiate between relationships among organisms including predator-prey, parasitism, mutualism, and commensalisms Explain the importance of niche to an organism s ability to avoid direct competition for resources, e.g. butterflies have a longer proboscis than bees so they can feed on nectar for the same flowers as bees without directly competing with them; different grassland animals come to the plains at different times of the year to eat grasses of a preferred length Describe and analyze diversity of species, principles of natural selection, and adaptation. Identify how some animals gather and store food, defend their selves, and find shelter. Describe how adaptations help a species organism survive in its environment. Describe and explain the theory of natural selection as a mechanism for evolution change over time. Analyze how living things have changed over geological time using fossils and other evidence. Describe changes to the environment that have caused the population of some species to change. Identify conditions that might cause a species to become endangered or extinct. Identify how an organism adapts to a specific environment, e.g. fur, color, shape, size. Identify how and why animal and Identify and explain how random variations in species can be preserved through natural selection e.g. camouflage, long necks on giraffes. Describe how animal and plant structures adapt to environmental change. conditions that might cause a species to become endangered or extinct. Recognize that, over time, natural selection may result in speciation development of a new species as well and/or as the development of subspecies. Recognize that natural selection and its evolutionary consequences provide an explanation for the fossil record as well as an explanation for the molecular similarities among varied species. Explain how biological evolution Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages 9-6

10 plant structures and behaviors are adapt to environmental change e.g. a plant developing thorns for protection fro 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. can account for the diversity of species developed over time. Explain the relationship between genetics, mutations, and biological evolution. Explain how our understanding of evolution has changed over time. Describe changes to the environment that have caused the population of some species to decline. Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages 0-6

11 SCIENCE Comparison of Oregon Science Adopted April 6, 00 with those previously in effect Key to symbols used in this Comparison document: Underscore added to April 6, 00, Strikethrough deleted from previous standards April 6, 00 EARTH AND SPACE SCIENCE: Understand physical properties of the Earth, how those properties change, and the Earth s relationship to other celestial bodies. Common THE DYNAMIC EARTH Understand the properties and limited availability of the materials, which make up the Earth. Identify the structure of the Earth system and changes that can occur in its physical properties the availability and use of the materials that make up that system. Identify materials that make up the Earth. Recognize physical differences in Earth materials. Identify properties and uses of Earth materials. Compare and contrast properties and uses of Earth materials. Recognize that Earth materials are limited, and explore strategies for addressing this problem. Describe changes in the formation of Earth materials. Describe how the importance and use of resources has changed over time with changes in economic and technological systems. Recognize that Earth materials are used in different ways based on differences in their have different physical and chemical properties that can be used in different ways, e.g. for building materials, as sources of fuel, or as an environment for growing plants. Recognize that soils vary in color, texture, components, reaction to water, and ability to support the growth of plants. Identify ways in which various resources can be recycled and reused. Compare and contrast a variety of Earth materials with the same usage, e.g. building materials such as granite, marble, limestone, and sandstone. Predict consequences of increased consumption of renewable and non-renewable resources. Describe cycles such as the carbon cycle and the rock cycle. Give examples of landform changes that occur at different rates. Give examples of changes in Earth materials. Recognize that the supply of many resources is limited, and that resources can be extended through recycling and decreased use. Recognize that discarded products contribute to the problem of waste disposal. Understand changes occurring within the Explain and analyze changes occurring Identify daily and seasonal weather Describe patterns of seasonal Explain the water cycle and its relationship to weather and climatic Analyze the relationship between Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages -6

12 lithosphere, hydrosphere, and/or atmosphere of the Earth. within the lithosphere, hydrosphere, and/or atmosphere of the Earth. changes. weather and climate. patterns. global energy transfer and climate. Describe weather in measurable quantities such as including temperature, wind direction, wind speed, and precipitation. Interpret data over a period of time and use information to describe changes in weather from day to day, week to week, and season to season. Predict weather patterns for different parts of the United States based upon season and geography. Compare the weather in their own area with weather in other areas and other climates. Identify causes of Earth surface changes. (moved from previous standard) Explain the process of the water cycle. Identify factors that cause or affect weather pattern. Identify the difference between weather and climate. Identify factors that affect the rate of evaporation, condensation, and cloud formation. Explain Identify how geography (e.g. proximity to oceans and mountains) affects climate. Describe how the Earth s structure surface and how it changes over time. (moved from previous standard) Describe the effect of various carbon dioxide and other gases in the atmosphere on the amount of solar energy captured by the Earth system. Describe how solar radiation and the amount that reaches Earth is affected by stratospheric ozone. Describe the effect of ozone on solar radiation that reaches Earth s surface. Explain Describe how differential heating of Earth s surface, atmosphere, and oceans produces wind and ocean currents. Analyze evidence of ongoing evolution of the Earth system. (moved from previous standard) Identify effects of wind and water on Earth materials, e.g. erosion of soil by wind using appropriate models. Identify effects of rapid changes on Earth s surface features, e.g. including earthquakes and volcanoes. Recognize the solid Earth is layered with a lithosphere, a hot convecting mantle, and a dense metallic core. Describe how earthquakes, volcanic eruptions, mountain building, and continental movements result from slow plate motions. Explain the rock cycle in terms Describe the movement how earthquakes, volcanic eruptions, mountain building, and continental of crustal plates and identify the evidence of such movements result from slow plate motions. Describe and analyze evaluate theories of Earth s origin and early history using scientific evidence. Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages -6

13 of constructive (crustal deformation, volcanic eruption, and sediment deposition) and destructive (weathering and erosion) forces in land formation. Identify the processes that result in different kinds of landforms. Identify factors affecting water flow, soil erosion, and deposition. Understand the evidence that supports the theory of plate tectonics. Analyze geologic evidence to determine geologic history. Describe methods of determining ages of rocks and fossils. Use rock sequences and fossil evidence to determine geologic history. Describe how the evolution of life caused dramatic changes in the composition on the Earth s atmosphere, which did not originally contain oxygen. Give examples of landform changes that occur at different rates. Describe the evidence for and the development of the theory of plate tectonics. Identify how volcanic eruptions and impacts of huge rocks from space can cause widespread effects on climate. Explain the rock cycle in terms of constructive (crustal deformation, volcanic eruption, and sediment deposition) and destructive (weathering and erosion) forces in land formation.(moved from ) Describe that the total amount of Earth material stays the same as its forms change in the rock cycle.(moved from ) THE EARTH IN SPACE Understand the Earth s place in the solar system and the universe. Explain relationships among the Earth, sun, moon, and the solar system. Identify and trace the movement of objects in the sky. Describe the Earth s place in the solar system and the patterns of movement of objects within the solar system, using pictorial models. Explain the relationship of the Earth s motion to the day, season, year, phases of the moon, and eclipses. Explain the relationship of the Earth s motion and tilt on its axis to changes in the seasons. Explain how mass and distance affect the interaction between Earth and other objects in space. Describe Earth s position and movement in the solar system. Describe the position, in order of Interpret a diagram of the sun, Earth, and moon and make predictions as to phases of the moon, eclipses, or night-day Indicate the season in Oregon based upon a diagram of the tilt of the Earth on it s axis and it s Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages -6

14 distance from the sun, and movements of planets in our solar system. Trace the shape of the orbit of Earth around the sun and the orbit of the moon around Earth, with corresponding timelines. Recognize that the rotation of the Earth on its axis every 4 hours produces the night and day cycle. cycles. Predict changes in the hours of daylight due to the motion of Earth around the sun. Relate the length of a day and a year to motions of Earth and the moon. Explain the relationship between the cycle of seasons and the tilt of the Earth on its axis. position relative to the sun. Recognize that the sun s gravitational pull holds the Earth and other planets in their orbits, just as the planets gravitational pull keeps their moons in orbit around them. Explain that the force of gravity between Earth and other objects in space depends only upon their masses and the distances between them. THE UNIVERSE Describe natural objects, events, and processes outside the Earth, both past and present. Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages 4-6

15 SCIENCE Comparison of Oregon Science Adopted April 6, 00 with those previously in effect Key to symbols used in this Comparison document: Underscore added to April 6, 00, Strikethrough deleted from previous standards April 6, 00 SCIENTIFIC INQUIRY: Use interrelated processes to pose questions and investigate the physical and living world. Common FORMING THE QUESTION/HYPOTHESIS Formulate and express scientific questions and or hypotheses to be investigated. Make observations. Formulate and express scientific questions and or hypotheses to be investigated based on observations. Make observations. Based on these observations, ask questions or form hypotheses which can be explored through simple investigations. Ask questions about objects, organisms, and events that are based on observations and can be explored through simple investigations. Make observations. Ask questions or form hypotheses based on those observations which can be explored through scientific investigations.ask questions and make predictions that are based on observations and can be explored through simple investigations. Based on observations and scientific concepts, ask questions or form hypotheses that can be explored through scientific investigations. Ask questions and or form hypotheses that are based on observations and scientific concepts and that can be explored through scientific investigations. Based on observations and scientific concepts, ask questions or form hypotheses that can be answered or tested through scientific investigations. Ask questions and or form hypotheses that are based on observations and scientific concepts and that can be tested through scientific investigations related to a domain of science. * * * * Because Scientific Inquiry will be assessed with classroom work samples the eligible content has been removed from the Oregon document. See Scientific Inquiry Scoring Guide, Level 4. See Scientific Inquiry Scoring Guide, Level 4. See Scientific Inquiry Scoring Guide, Level 4. Identify question that can be explored through a scientific investigation. Ask questions about objects, organisms, and e vents in the world. Ask focused questions about objects, organisms, and events that can be answered through investigation. Identify variables that influence a situation and can be controlled. Identify appropriate background research and study needed in order to develop unique new questions and hypotheses. Identify hypotheses and questions that are testable and likely to yield new information or further explanations. Identify and control variables that influence a situation. Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages 5-6

16 DESIGNING THE INVESTIGATION Design safe and ethical scientific investigations to address and explain questions and or hypotheses. Design scientific investigations to address and explain questions and or hypotheses. Plan a simple investigation. Design an simple scientific investigation to answer questions or test hypotheses. check predictions. Design a scientific investigation to answer questions or test hypotheses. Design a scientific investigation that provides data to answer address a question or test a hypothesis. specific to a domain of science. * * * * Because Scientific Inquiry will be assessed with classroom work samples the eligible content has been removed from the Oregon document. See Scientific Inquiry Scoring Guide, Level 4. See Scientific Inquiry Scoring Guide, Level 4. See Scientific Inquiry Scoring Guide, Level 4. Identify which tools to use for the investigation. Use appropriate units of measure for the investigation. Recognize reasons for controlling variables. Describe a controlled experiment. Recognize a set of procedures, which will provide data to address the question or hypothesis. Identify and use the basics of experimenting such as controlling variables, quantifying results, and observing objectively. Plan, in advance, the various steps of an investigation, and the manner in which findings will be organized and reported. Organize data into appropriate presentations such as tables and graphs. Design an investigation, which provides data of sufficient quantity and quality to answer the question or test the hypothesis. Identify the type of investigation appropriate to answer the hypothesis or question. COLLECTING AND PRESENTING DATA Conduct procedures to collect, organize, and display scientific data. Conduct procedures to Collect, organize, and display scientific data. Collect data from an investigation. Collect, organize, and summarize data from investigations. Collect organize and display sufficient data to investigate a question, clarify information, and support an analysis. Collect and organize and display sufficient data by using methods and procedures that support analysis to facilitate scientific analysis and interpretation. Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages 6-6

17 * * * * Because Scientific Inquiry will be assessed with classroom work samples the eligible content has been removed from the Oregon document. See Scientific Inquiry Scoring Guide, Level 4. See Scientific Inquiry Scoring Guide, Level 4. See Scientific Inquiry Scoring Guide, Level 4. Recognize how to measure and record simple properties such as temperature, time, distance, volume, and mass. Select and use familiar tools, such as magnifiers, thermometers, and rulers, to gather data. Select and use an appropriate organization for data summary. Gather and record data generated through observation and/or experimentation. Organize data to produce the clearest report or strongest evidence. Represent data in multiple ways using the best format for the question or hypothesis. Incorporate systematic observation, critical reading, accurate measurement, and identification of important variables into an investigation. Communicate procedures clearly enough for others to replicate. Choose and compute appropriate derived mathematical values, which help answer the question or test the hypotheses. ANALYZING AND INTERPRETING RESULTS Analyze scientific information to develop and present conclusions. Analyze scientific information to develop and present conclusions. Use the data collected from an investigation to explain the results. Summarize analyze, and interpret, and summarize data from investigations. Summarize and analyze and summarize data including possible sources of error. Explain results and offer reasonable and accurate interpretations and implications. Summarize and analyze data, and evaluating sources of error and/or bias. Propose explanations that are supported by data and knowledge of sciencetific concepts and principles terminology. Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages 7-6

18 * * * * Because Scientific Inquiry will be assessed with classroom work samples the eligible content has been removed from the Oregon document. See Scientific Inquiry Scoring Guide, Level 4. See Scientific Inquiry Scoring Guide, Level 4. See Scientific Inquiry Scoring Guide, Level 4. Analyze and interpret data related to the question or hypothesis. Analyze data to determine possible questions for further investigation. Identify sources of error in the data and the impact on the results. Use evidence, including data presented and prior scientific knowledge, to generalize, support interpretations and imply. Recognize design problems in an investigation and the effect those problems have on the appropriateness of, and confidence in, the investigation s conclusions. Propose, recognize, analyze, consider, and critique alternative explanations; distinguish between scientific data and conclusions about data. Communicate conclusions that address the question/hypothesis and are supported by results. Use scientific knowledge, evidence, logic, and carefully constructed arguments for explanations. Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages 8-6

19 SCIENCE Comparison of Oregon Science Adopted April 6, 00with those previously in effect Key to symbols used in this Comparison document: Underscore added to April 6, 00, Strikethrough deleted from previous standards April 6, 00 UNIFYING CONCEPTS AND PROCESSES: Understand and apply major concepts and processes common to all sciences. Common Understand that any collection of things that have an influence on one another can be thought of as a system. Use concepts and processes of: Change, constancy, and measurement. Identify examples of change. Describe and explain different rates of change. Identify and explain patterns of change as cycles and trends. Describe the relationship between constancy and change within systems. Understand that a model is a tentative scheme or structure with explanatory power. Understand that both patterns of change and stability are important in the natural world. Understand that changes in scale influence the characteristics, properties and relationships within a system. 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, Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages 9-6

20 quantification, and invariance. Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order. NOTE: Applies to all content standards in unifying concepts and processes. Identify and describe examples of rapid change and changes that happen at a slower pace. Identify and describe the human made and natural changes that occur in the environment; e.g. construction, fires and floods. Explain common cycles in Earth systems e.g. tides, movements of celestial objects, predatorprey populations, life cycles, the water cycle, the rock cycle. Describe cycles in terms of length or frequency. Recognize cyclic patterns in data and distinguish them from patterns showing trends. Recognize the principle that energy can be transferred and matter can be changed, but the sum of energy and matter in systems, and therefore in the universe, remains the same. Describe a chemical reaction in terms of conservation of mass. Recognize that large-scale constancy sometimes is explained by opposing small scale changes, e.g., a population may remain constant even though individuals are added and removed. Arrange parts of a cycle. Diagram and explain a cycle. Recognize and describe cycles in natural and human-made systems. Use concepts and processes of: Systems, order, and organization. Recognize and diagram the parts of a system. Identify interactions among parts of a system. Identify a system s inputs and outputs. Explain the effects of changing the system s components. Define a system by specifying boundaries and subsystems, indicating its relation to other systems, and identifying its inputs Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages 0-6

21 and outputs. Recognize the relationships among organisms in food chains and simple food webs. Identify the function of various parts of simple physical systems, such as in an electrical circuit or simple machines. Apply the concept that system means a set of parts that function together as a whole. Predict the effect on a variety of different systems if one of the system s components is changed Specify the boundaries of a subsystem within a larger system and explain how the subsystem relates to the larger system. Recognize that local weather is a result of interactions among large-scale weather systems. Use concepts and processes of: Evidence, models, and explanation. Compare objects, drawings, and constructions to the real things they represent. Use models to explain how objects, events, and/or processes work in the real world. Use a model to make predictions about familiar and unfamiliar phenomena in the natural world. Use conceptual and/or mathematical models to explain natural systems. Use appropriate models (physical, pictorial, numerical, mental) to explain phenomena, e.g. surface features of Earth, food chains or webs, and the solar system. Use models to make predictions about future events in the natural world. Use conceptual models and simple mathematical model for specific purposes. For specific purposes, e.g., food web, land forms and rock cycle. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent objects, events, and processes in the real world, but know that such representations cannot usually be exact in detail. Use concepts and processes of: Evolution and equilibrium. Identify examples of change over time. Organize evidence of a change over time. Identify and explain evidence of physical and biological changes over time. Explain how change occurs over time arising from materials and forms of the past. Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages -6

22 Observe and record change in phenomena for a period of time. Sort data and display in a logical sequence Use diagrams of rock layers to determine the order in which the layers were deposited. Explain how the layers in which fossils have been found indicate their relative age. Cite an example of a change over geological time identifying original materials and forms and how they have changed. Compare the shape of coastlines of continents and other evidence to infer the movement of crustal plates Describe how some things change and some things remain the same. Describe actions that can cause or prevent changes. Explain how equilibrium can be achieved through the interaction of forces and changes. Analyze how physical, biological, or geological systems can maintain equilibrium. Describe results of classroom experiments in terms of cause and effect. Explain how physical and biological systems reach stability and remain stable until their surroundings change again. Identify processes that maintain geologic features. Give examples of how some conditions remain the same even though physical changes are occurring. Use concepts and processes of: Structure and function. Identify structures that serve different functions. Describe physical and biological examples of how structure relates to function. Identify and describe the relationship between structure and function at various levels of organization in life, physical, or Earth/space science. Compare and contrast interactions between structures and functions in physical and biological examples. Identify particular structures in animals with the function they serve, e.g. webbed feet perform the function of paddling through the water. Relate structures in plants to their functions, e.g. tree trunks Describe different kinds of functions necessary for organisms that are adapted to a particular type of ecological niche. Explain the relationship between structure and function at the cell level, e.g. structures in the cell membrane that control movement into and out of the cell, the nucleus that controls cell activities, and chloroplasts that make food in green plants. are solid and strong, and this Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages -6

23 enables them to provide support for the tree. Identify characteristics of natural structures which lend themselves to human use, e.g. wide, deep, slow-moving rivers are ideal for ship traffic. 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. Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages -6

24 SCIENCE Comparison of Oregon Science Adopted April 6, 00with those previously in effect Key to symbols used in this Comparison document: Underscore added to April 6, 00, Strikethrough deleted from previous standards April 6, 00 HISTORY AND NATURE OF SCIENCE: Understand science as a human endeavor, the nature of scientific knowledge and the history of science as it relates to and clarifies inquiries. Common Understand that science is a human endeavor practiced by individuals from many different cultures. Describe science as a human endeavor. Identify different ways and places in which scientists work. Describe how scientists study different fields and use different techniques for investigations. Explain how scientists investigations and interpretations have been influenced by societal, cultural, and personal beliefs. Understand that scientific knowledge is subject to change based on new findings and results of scientific observation and experimentation. Explain how scientific knowledge changes by evolving over time, almost always building on earlier knowledge. Identify examples of how scientific knowledge changes over time. Describe and explain how scientific knowledge and processes have changed over time. Analyze advances in science and technology that have had important, long lasting effects on science and society. Understand that scientific knowledge distinguishes itself through the use of empirical standards, logical arguments, and skepticism. Explain that scientific knowledge is developed through the use of empirical standards, logical arguments, and skepticism. Identify in scientific investigations examples of the use of logic, respect for rules of evidence, openness to criticism, and public reporting of methods and procedures. Analyze scientific investigations for the use of logic, respect for the rules of evidence, openness to criticism, and public reporting of methods and procedures. Key to symbols in this Comparison document: Underscore: added to 4/6/0. Strikethrough: Deleted from previous standards. April 6, 00 T:\teachlearn\subjects\science\curriculum\edresources\exploring\tab\sciencecomparison.rtf Appendix 4--Buff Pages 4-6