Oregon Science Standards Crosswalk

Transcription

1 Oregon Science Standards rosswalk Alignment Among the State s 2001 Science Benchmark/Eligible ontent Standards and 2009 Science ore/ontent Standards repared for the Oregon Department of Education by July 15, 2009

2 TABLE OF ONTENTS INTRODUTION...1 ROSSWALK LEGEND: A GUIDE TO INTERRETATION...3 ROSSWALK A: Oregon Science, ontent Standards to 2009 ore/ontent Standards ROSSWALK B: Oregon Science, 2009 ore/ontent Standards to ontent Standards Oregon Science Standards rosswalk/wested

3 INTRODUTION This report presents a graphic display of the findings from WestEd s independent study of the alignment among Oregon s 2001 science benchmark/eligible content standards (grades Kindergarten High School) and the state s 2009 science core/content standards (grades Kindergarten High School). Specifically, this crosswalk is intended to display the following information: The 2009 core/content standards to which the 2001 benchmark/eligible content standards align. The grade level of each 2009 core/content standard to which a 2001 benchmark/eligible content standard was found to align. A level of relationship rating for each standard-to-standard alignment identified, using the criteria described below. The 2001 benchmark/eligible content standards found not to align to any 2009 core/content standard (if any). A rating for the extent to which each 2001 benchmark/eligible content standard was fully represented and/or addressed in the 2009 core/content standards. The rosswalk Alignment rocess For this study, alignment refers to a match between a 2001 science benchmark/eligible content standard and a 2009 science core/content standard. Following a systematic review process, described below, each 2001 benchmark/eligible content standard was compared to each 2009 core/content standard, and all identified matches (alignments) were recorded and mapped onto the crosswalk. A 2001 benchmark/eligible content standard was judged to align with a 2009 core/content standard if one or more of the criteria were met: The 2001 standard at least partially reflects the concepts and skills embodied in the 2009 standard. The 2001 standard at least partially demonstrates consistency with the central idea and/or intended content complexity of the 2009 standard. The 2001 standard at least partially addresses the intended content of the 2009 standard at a fundamental level. Each 2001 benchmark/eligible content standard could align with multiple 2009 standards, both at the target grade ( on grade level alignments) and at other grades ( off grade level alignments). WestEd analysts recorded as many alignments as were deemed useful for establishing the extent to which the 2001 standard was fully represented in the 2009 standards. Using WestEd s alignment criteria and protocol, analysts then evaluated the level of each relationship between a 2001 benchmark/eligible content standard and a 2009 core/content standard. WestEd analysts rated the degree of each alignment according to the following working definitions: Oregon Science Standards rosswalk/wested 1

4 omplete Relationship: The 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard. The 2001 standard did not need to address all the skills included in the 2009 standard to be assigned a rating of complete. artial Relationship: The 2001 standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than that intended in the 2009 standard. If the 2001 standard goes beyond the 2009 standard, (e.g., the 2001 standard addresses all the skills included in the 2009 standard and more or is more complex or contains additional elements not included in the 2009 standard) the relationship is assigned a rating of partial. No Relationship: The 2001 standard does not address the content of any 2009 standard. If there were no 2001 benchmark/eligible content standards associated with a 2001 ommon urricular Goal (G), WestEd analysts identified the 2009 content standard(s) related to the 2001 G. These are provided in the crosswalk as a reference to the State. However, in order to maintain consistency of the comparisons and unit of analysis throughout the crosswalk, strength of relationship and overall map was not determined for these Gs with no benchmark/eligible content standards. During the course of the alignment processs, analysts developed decision rules, if necessary, to address guidelines for decision-making related to the interpretation or operational definition of a standard, construct, piece of content, or skill. Doing so helped ensure the accurate and consistent application of alignment criteria within and across grades. reliminary Discussions with the ODE In keeping with practice developed during prior Oregon alignment studies, WestEd analysts provided the Oregon Department of Education (ODE) with a completed preliminary crosswalk for one grade. This discussion provided the ODE with an opportunity to explain their interpretation of the intent of the standards and to ask questions about the protocol. Because this was an independent review of the nature and degree of alignment among the state s 2001 and 2009 standards, input from the ODE collected during this practice session was intended to inform WestEd analysts decision-making and not to influence the final ratings or other study outcomes. 1 1 These initial discussions with ODE specialists did not influence the objectivity of WestEd s independent analyses. Rather, these discussions help ensure that the ODE s intentions are clearly understood and that implications/recommendations based on the findings of WestEd s analyses are accurate and meaningful to state stakeholders. Oregon Science Standards rosswalk/wested 2

5 ROSSWALK LEGEND: A GUIDE TO INTERRETATION In the primary crosswalk document (rosswalk A), each 2001 standard is listed by code and text, followed by the 2009 standard(s), if any, to which it was found to align. The 2009 standards are listed by code and text in order as they appear in Oregon s 2009 Science K High School standards. The 2001 standard may be found to align to a 2009 standard either on- or off-grade level. To distinguish on- and off-grade alignments, the codes are highlighted: codes highlighted in green represent 2009 standards that appear in a grade level below that of the 2001 standard; codes highlighted in yellow represent 2009 standards that appear in a grade level above that of the 2001 standard; codes that are not highlighted indicate 2009 standards that appear in the same grade level as the 2001 standard. An example from grade 5 is provided in Table 1 below. Table 1. rosswalk A, Example A from Benchmark 2 (Grades4 5) ontent Standard S.05.S.01 Identify substances as they exist in different states of matter. SR ontent Standard Rating Map? ompare and contrast the properties of states of matter. Describe physical changes in matter and explain how they occur Explain how the motion and spacing of particles determines states of matter. In the example above, the 2001 benchmark/eligible content standard S.05.S.01 was aligned to three 2009 content standards: a grade 3 standard, 3.1.1, highlighted in green to indicate a grade level lower than the 2001 standard; a grade 8 standard, 8.1.3, highlighted in yellow to indicate a grade level above the 2001 standard; and a grade 4 standard, 4.2.1, which is not highlighted as it is from the same grade span as the 2001 standard. Had no match to any 2009 standard been identified, the 2009 content standard would be blank. The code in the column labeled Rating indicates the level of the alignment of the 2001 standard to the 2009 standard. Ratings were assigned using the criteria described on pages 2 3, and were abbreviated in the rosswalk as (omplete: 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does not need to address all the skills included in the 2009 standard); and (artial: 2001 standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard). In the example above, benchmark/eligible content standard S.05.S.01 was found to align completely () to standard 3.1.1, because identifying substances as they exist in different states of matter is considered a match to part of standard 3.1.1: compare and contrast the properties of states of matter Benchmark/eligible content standard Oregon Science Standards rosswalk/wested 3

6 S.05.S.01 was found to align only partially () to because it does not directly involve explaining motion and spacing of particles described in standard 8.1.3, but does involve determining different states of matter. The column labeled Map? provides a rating of the extent to which the 2001 benchmark/eligible content standard is considered fully represented in the set of 2009 core/content standards: a rating of es () indicates that the 2001 standard is fully represented in the 2009 standards; a rating of es with Reservations (wr) is used to indicate that a substantial part of the 2001 standard is covered in the 2009 standards, but an important part of the 2001 standard may not be addressed explicitly 2 ; a rating of No (N) indicates that the 2001 standard is not fully represented in the 2009 standards, either because the 2001 standard was not aligned to any 2009 standard or because the standard(s) to which it was found to align was considered insufficient to show full representation. An example from Grade 5 is provided in Table 2 below. Table 2. rosswalk A, Example B from Benchmark 1 (Grades K 3) ontent Standard S.03.S.04 Identify common types and uses of energy ontent Standard Rating Map? K.1E Gather evidence that the sun warms land, air, and water. Describe the properties of forms of energy and how objects vary in the extent to which they absorb, reflect, and conduct energy. wr ompare and contrast the characteristic properties of forms of energy. The wr rating assigned above indicates that the standard S.03.S.04 is likely covered and is accompanied by this footnote: 1 - S.03.S.04 Identify common types and uses of energy. Energy is included in the new standards but the use of energy is not specifically mentioned. A second crosswalk document (rosswalk B) provides a reverse view of the data in rosswalk A. That is, each 2009 core/content standard is listed by code and text, followed by all 2001 benchmark/eligible content standards found to align to that 2009 standard. On- and off-grade alignments are displayed in separate columns. An example from Grade 1 is provided in Table 3. 2 A footnote accompanies every wr rating to describe how the 2001 standard may be fully represented based on what may be included in the curriculum. Oregon Science Standards rosswalk/wested 4

7 Table 3. rosswalk B, Example from Grade ore/ontent Standards ore Standards ontent Standards On-grade Alignments ontent Standards Off-grade Alignments 1.1 Structure and Function: Living and nonliving things have characteristics and properties ompare and contrast physical properties and composition of objects. 1.1L.1 ompare and contrast characteristics among individuals within one plant or animal group. S.03.S.01 S.03.LS.01 S.03.LS.03 S.05.LS.01 S.05.LS E.1 Examine characteristics and physical properties of Earth materials. S.03.ES.01 S.05.ES.01 S.05.ES S.05.ES Science rosswalk A and rosswalk B follow in this document. Oregon Science Standards rosswalk/wested 5

8 ROSSWALK A: Oregon Science, ontent Standards to 2009 ore/ontent Standards repared for the Oregon Department of Education by July 15, 2009

9 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 1 of 136 hysical Science Matter: Understand structure and properties of matter. BENHMARK 1 (Grades K-3) ontent Standard S.03.S.01 Describe objects according to their physical properties 2009 ontent Standard Rating Map? ompare and contrast physical properties and composition of objects ompare and contrast the properties of states of matter. Matter: Understand chemical and physical changes. ontent Standard S.03.S.02 Describe changes that occur in matter ontent Standard Rating Map? ompare and contrast the properties of states of matter Describe physical changes in matter and explain how they occur H.2.2 Explain how the motion and spacing of particles determines states of matter. Explain how physical and chemical changes demonstrate the law of conservation of mass. Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr

10 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 2 of 136 Force: Understand fundamental forces, their forms, and their effects on motion. ontent Standard S.03.S.03 Describe an object's position and how to affect its movement ontent Standard Rating Map? K.2.1 Examine the different ways things move Describe the motion of objects when a force is applied H.2.4 Describe how forces cause changes in an object s position, motion, and speed. Describe how friction, gravity, and magnetic forces affect objects on or near Earth. Identify and describe types of motion and forces and relate forces qualitatively to the laws of motion and gravitation. Apply the laws of motion and gravitation to describe the interaction of forces acting on an object and the resultant motion. Energy: Understand energy, its transformations, and interactions with matter. ontent Standard S.03.S.04 Identify common types and uses of energy ontent Standard Rating Map? K.1E Gather evidence that the sun warms land, air, and water. Describe the properties of forms of energy and how objects vary in the extent to which they absorb, reflect, and conduct energy. wr ompare and contrast the characteristic properties of forms of energy. Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr

11 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 3 of 136 Life Science Organisms: Understand the characteristics, structure, and functions of organisms. ontent Standard S.03.LS.01 Recognize characteristics that are similar and different between organisms ontent Standard Rating Map? K.1.1 ompare and contrast characteristics of living and non-living things. K.1L.1 ompare and contrast characteristics of plants and animals. 1.1L.1 2.1L.1 2.2L.1 3.1L.1 3.2L.1 4.1L.1 ompare and contrast characteristics among individuals within one plant or animal group. ompare and contrast characteristics and behaviors of plants and animals and the environments where they live. Describe life cycles of living things. ompare and contrast the characteristics of offspring and parents. ompare and contrast the life cycles of plants and animals. ompare and contrast characteristics of fossils and living organisms. S.03.LS.02 Describe the basic needs of living things. 1.2L.1 Describe the basic needs of living things. Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr

12 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 4 of 136 Heredity: Understand the transmission of traits in living things. ontent Standard S.03.LS.03 Describe how related plants and animals have similar characteristics ontent Standard Rating Map? K.1.1 ompare and contrast characteristics of living and non-living things. K.1L.1 ompare and contrast characteristics of plants and animals. 1.1L.1 2.1L.1 3.1L.1 4.1L.1 ompare and contrast characteristics among individuals within one plant or animal group. ompare and contrast characteristics and behaviors of plants and animals and the environments where they live. ompare and contrast the characteristics of offspring and parents. ompare and contrast characteristics of fossils and living organisms. Diversity/Interdependence: Understand the relationships among living things and between living things and their environments. ontent Standard S.03.LS.04 Describe a habitat and the organisms that live there ontent Standard Rating Map? 2.1L.1 ompare and contrast characteristics and behaviors of plants and animals and the environments where they live. 4.2L.1 Describe the interactions of organisms and the environment where they live. S.03.LS.05 Identify how some animals gather and store food, defend themselves, and find shelter. 1.2L.1 Describe the basic needs of living things. Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr

13 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 5 of 136 Earth and Space Science The Dynamic Earth: Understand the properties and limited availability of the materials which make up the Earth. ontent Standard S.03.ES.01 Recognize physical differences in Earth materials ontent Standard Rating Map? 1.1E.1 Examine characteristics and physical properties of Earth materials. 4.1E.1 Identify properties, uses, and availability of Earth materials. The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. ontent Standard S.03.ES.02 Identify daily and seasonal weather changes ontent Standard Rating Map? K.1E.1 Gather evidence that the sun warms land, air, and water. 2.2E.2 Record and summarize daily and seasonal temperature changes. 3.2E.1 5.2E.1 6.2E.1 8.2E.3 Identify Earth as a planet and describe its seasonal weather patterns of precipitation and temperature. Explain how the energy from the sun affects Earth s weather and climate. Explain the water cycle and the relationship to landforms and weather. Explain the causes of patterns of atmospheric and oceanic movement and the effects on weather and climate. Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr

14 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 6 of 136 The Earth in Space: Understand the Earth s place in the solar system and the universe. ontent Standard S.03.ES.03 Identify and trace the movement of objects in the sky ontent Standard Rating Map? K.2E.1 Identify changes in things seen in the sky. 2.2E.1 Observe and record the patterns of apparent movement of the sun and the moon. 5.1E.1 Describe the Sun-Earth-Moon system. The Universe: Describe natural objects, events, and processes outside the Earth, both past and present. ontent Standard No standards currently exist for this G 2009 ontent Standard Rating Map? K.2E.1 Identify changes in things seen in the sky. 2.2E.1 Observe and record the patterns of apparent movement of the sun and the moon. 5.1E.1 Describe the Sun-Earth-Moon system. Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr

15 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 7 of 136 Scientific Inquiry Forming the Question/Hypothesis: Formulate and express scientific questions or hypotheses to be investigated. ontent Standard S.03.SI.01 Make observations. Based on these observations, ask questions or form hypotheses, which can be explored through simple investigations ontent Standard Rating Map? K.3S.1 Explore questions about living and non-living things and events in the natural world. K.3S.2 Make observations about the natural world. 1.3S.1 Identify and use tools to make careful observations and answer questions about the natural world. 2.3S.1 2.3S.3 4.3S.1 5.3S.1 6.3S.1 7.3S.1 8.3S.1 Observe, measure, and record properties of objects and substances using simple tools to gather data and extend the senses. Make, describe, and compare observations, and organize recorded data. Based on observations identify testable questions, design a scientific investigation, and collect and record data consistent with a planned scientific investigation. Based on observations and science principles, identify questions that can be tested, design an experiment or investigation, and identify appropriate tools. ollect and record multiple observations while conducting investigations or experiments to test a scientific question or hypothesis. Based on observation and science principles propose questions or hypotheses that can be examined through scientific investigation. Design and conduct an investigation that uses appropriate tools and techniques to collect relevant data. Based on observations and science principles propose questions or hypotheses that can be examined through scientific investigation. Design and conduct a scientific investigation that uses appropriate tools and techniques to collect relevant data. Based on observations and science principles propose questions or hypotheses that can be examined through scientific investigation. Design and conduct a scientific investigation that uses appropriate tools, techniques, independent and dependent variables, and controls to collect relevant data. Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr

16 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 8 of 136 ontent Standard 2009 ontent Standard Rating Map? H.3S.1 Based on observations and science principles formulate a question or hypothesis that can be investigated through the collection and analysis of relevant information. Designing the Investigation: Design safe and ethical scientific investigations to address questions or hypotheses. ontent Standard S.03.SI.02 lan a simple investigation ontent Standard Rating Map? 3.3S.1 lan a simple investigation based on a testable question, match measuring tools to their uses, and collect and record data from a scientific investigation. 4.3S.1 5.3S.1 6.3S.1 7.3S.1 8.3S.1 H.3S.1 Based on observations identify testable questions, design a scientific investigation, and collect and record data consistent with a planned scientific investigation. Based on observations and science principles, identify questions that can be tested, design an experiment or investigation, and identify appropriate tools. ollect and record multiple observations while conducting investigations or experiments to test a scientific question or hypothesis. Based on observation and science principles propose questions or hypotheses that can be examined through scientific investigation. Design and conduct an investigation that uses appropriate tools and techniques to collect relevant data. Based on observations and science principles propose questions or hypotheses that can be examined through scientific investigation. Design and conduct a scientific investigation that uses appropriate tools and techniques to collect relevant data. Based on observations and science principles propose questions or hypotheses that can be examined through scientific investigation. Design and conduct a scientific investigation that uses appropriate tools, techniques, independent and dependent variables, and controls to collect relevant data. Based on observations and science principles formulate a question or hypothesis that can be investigated through the collection and analysis of relevant information. Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr

17 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 9 of 136 ollecting and resenting Data: onduct procedures to collect, organize, and display scientific data. ontent Standard S.03.SI.03 ollect data from an investigation ontent Standard Rating Map? 1.3S.2 2.3S.1 Record observations with pictures, numbers, or written statements. Observe, measure, and record properties of objects and substances using simple tools to gather data and extend the senses. 2.3S.3 4.3S.1 5.3S.1 6.3S.1 7.3S.1 8.3S.1 H.3S.1 Make, describe, and compare observations, and organize recorded data. Based on observations identify testable questions, design a scientific investigation, and collect and record data consistent with a planned scientific investigation. Based on observations and science principles, identify questions that can be tested, design an experiment or investigation, and identify appropriate tools. ollect and record multiple observations while conducting investigations or experiments to test a scientific question or hypothesis. Based on observation and science principles propose questions or hypotheses that can be examined through scientific investigation. Design and conduct an investigation that uses appropriate tools and techniques to collect relevant data. Based on observations and science principles propose questions or hypotheses that can be examined through scientific investigation. Design and conduct a scientific investigation that uses appropriate tools and techniques to collect relevant data. Based on observations and science principles propose questions or hypotheses that can be examined through scientific investigation. Design and conduct a scientific investigation that uses appropriate tools, techniques, independent and dependent variables, and controls to collect relevant data. Based on observations and science principles formulate a question or hypothesis that can be investigated through the collection and analysis of relevant information. Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr

18 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 10 of 136 Analyzing Data and Interpreting Results: Analyze scientific information to develop and present conclusions. ontent Standard S.03.SI.04 Use the data collected from an investigation to explain the results ontent Standard Rating Map? 1.3S.3 2.3S.2 Describe why recording accurate observations is important in science. Make predictions about living and non-living things and events in the environment based on observed patterns. 3.3S.2 3.3S.3 4.3S.2 4.3S.3 5.3S.2 5.3S.3 7.3S.3 8.3S.3 H.3S.3 H.4D.3 Use the data collected from a scientific investigation to explain the results and draw conclusions. Explain why when a scientific investigation is repeated, similar results are expected. Summarize the results from a scientific investigation and use the results to respond to the question being tested. Explain that scientific claims about the natural world use evidence that can be confirmed and support a logical argument. Identify patterns in data that support a reasonable explanation for the results of an investigation or experiment and communicate findings using graphs, charts, maps, models, and oral and written reports. Explain the reasons why similar investigations may have different results. Evaluate the validity of scientific explanations and conclusions based on the amount and quality of the evidence cited. Explain how scientific explanations and theories evolve as new information becomes available. Analyze data and identify uncertainties. Draw a valid conclusion, explain how it is supported by the evidence, and communicate the findings of a scientific investigation. Analyze data, identify uncertainties, and display data so that the implications for the solution being tested are clear. Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr

19 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 11 of 136 Unifying oncepts and rocesses Understand that any collection of things that have an influence on one another can be thought of as a system. ontent Standard No standards currently exist for this G 2009 ontent Standard Rating Map? K.4D.2 Show how components of designed structures can be disassembled and reassembled. 1.4D.2 Demonstrate that designed structures have parts that work together to perform a function. 4.2L.1 5.1L.1 5.1E.1 5.2L.1 6.1L.1 6.1E.2 6.2L.1 6.2L.2 7.2L.1 7.2E.3 Describe the interactions of organisms and the environment where they live. Explain that organisms are composed of parts that function together to form a living system. Describe the Sun-Earth-Moon system. Explain the interdependence of plants, animals, and environment, and how adaptation influences survival. ompare and contrast the types and components of cells. Describe the functions and relative complexity of cells, tissues, organs, and organ systems. Describe the properties of objects in the solar system. Describe and compare the position of the sun within the solar system, galaxy, and universe. Describe the relationships and interactions between and among cells, tissues, organs, and organ systems. Explain how individual organisms and populations in an ecosystem interact and how changes in populations are related to resources. Explain how organelles within a cell perform cellular processes and how cells obtain the raw materials for those processes. Evaluate natural processes and human activities that affect global environmental change and suggest and evaluate possible solutions to problems. Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr

20 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 12 of 136 ontent Standard 2009 ontent Standard Rating Map? H.2E.1 Identify and predict the effect of energy sources, physical forces, and transfer processes that occur in the Earth system. Describe how matter and energy are cycled between system components over time. H.2L.1 H.2L.2 Explain how energy and chemical elements pass through systems. Describe how chemical elements are combined and recombined in different ways as they cycle through the various levels of organization in biological systems. Explain how ecosystems change in response to disturbances and interactions. Analyze the relationships among biotic and abiotic factors in ecosystems. Understand that a model is a tentative scheme or structure with explanatory power. ontent Standard No standards currently exist for this G 2009 ontent Standard Rating Map? Understand that both patterns of change and stability are important in the natural world. ontent Standard No standards currently exist for this G 2009 ontent Standard Rating Map? K.2E.1 Identify changes in things seen in the sky. 2.2E.1 2.3S.2 4.2E.1 Observe and record the patterns of apparent movement of the sun and the moon. Make predictions about living and non-living things and events in the environment based on observed patterns. ompare and contrast the changes in the surface of Earth that are due to slow and rapid processes. Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr

21 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 13 of 136 ontent Standard 2009 ontent Standard Rating Map? 6.2L.2 Explain how individual organisms and populations in an ecosystem interact and how changes in populations are related to resources. 7.2E.2 7.2E.4 8.2E.3 8.2E.4 H.2E.2 H.2E.3 Describe the composition of Earth s atmosphere, how it has changed over time, and implications for the future. Explain how landforms change over time at various rates in terms of constructive and destructive forces. Explain the causes of patterns of atmospheric and oceanic movement and the effects on weather and climate. Analyze evidence for geologic, climatic, environmental, and life form changes over time. Explain how Earth s atmosphere, geosphere, and hydrosphere change over time and at varying rates. Explain techniques used to elucidate the history of events on Earth. Describe how the universe, galaxies, stars, and planets evolve over time. Understand that changes in scale influence the characteristics, properties, and relationships within a system. ontent Standard No standards currently exist for this G 2009 ontent Standard Rating Map? 3.4D.3 Give examples of inventions that enable scientists to observe things that are too small or too far away. Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr

22 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 14 of 136 History and Nature of Science Understand that science is a human endeavor practiced by individuals from many different cultures. ontent Standard No standards currently exist for this G 2009 ontent Standard Rating Map? Understand that scientific knowledge is subject to change based on new findings and results of scientific observation and experimentation. ontent Standard No standards currently exist for this G 2009 ontent Standard Rating Map? 5.4D.3 Explain that inventions may lead to other inventions and once an invention exists, people may think of novel ways of using it. 8.3S.3 H.3S.4 H.3S.5 Explain how scientific explanations and theories evolve as new information becomes available. Identify examples from the history of science that illustrate modification of scientific knowledge in light of challenges to prevailing explanations. Explain how technological problems and advances create a demand for new scientific knowledge and how new knowledge enables the creation of new technologies. Understand that scientific knowledge distinguishes itself through the use of empirical standards, logical arguments and skepticism. ontent Standard No standards currently exist for this G 2009 ontent Standard Rating Map? Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr

23 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 15 of 136 Science in ersonal and Social erspectives Describe the role of science and technology in local, national and global issues. ontent Standard No standards currently exist for this G 2009 ontent Standard Rating Map? 3.4D.2 6.4D.3 Describe how recent inventions have significantly changed the way people live. Describe examples of how engineers have created inventions that address human needs and aspirations. 8.4D.3 H.4D.6 Explain how creating a new technology requires considering societal goals, costs, priorities, and trade-offs. Evaluate ways that ethics, public opinion, and government policy influence the work of engineers and scientists, and how the results of their work impact human society and the environment. Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems and natural resource supplies. ontent Standard No standards currently exist for this G 2009 ontent Standard Rating Map? 4.4D.3 6.2L.2 Explain how the solution to one problem may create other problems. Explain how individual organisms and populations in an ecosystem interact and how changes in populations are related to resources. 7.2E.1 7.2E.3 H.2E.4 Describe and evaluate the environmental and societal effects of obtaining, using, and managing waste of renewable and non-renewable resources. Evaluate natural processes and human activities that affect global environmental change and suggest and evaluate possible solutions to problems. Evaluate the impact of human activities on environmental quality and the sustainability of Earth systems. Describe how environmental factors influence resource management. Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr

24 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 16 of 136 Explain risks and benefits in personal and community health from a science perspective. ontent Standard No standards currently exist for this G 2009 ontent Standard Rating Map? Science and Technology Understand the relationship that exists between science and technology. ontent Standard No standards currently exist for this G 2009 ontent Standard Rating Map? Understand the process of technological design to solve problems and meet needs. ontent Standard No standards currently exist for this G 2009 ontent Standard Rating Map? 2.4D.3 3.4D.1 Describe an engineering design that is used to solve a problem or address a need. Identify a problem that can be addressed through engineering design, propose a potential solution, and design a prototype. 4.4D.1 4.4D.2 5.4D.1 5.4D.2 Identify a problem that can be addressed through engineering design using science principles. Design, construct, and test a prototype of a possible solution to a problem using appropriate tools, materials, and resources. Using science principles describe a solution to a need or problem given criteria and constraints. Design and build a prototype of a proposed engineering solution and identify factors such as cost, safety, appearance, environmental impact, and what will happen if the solution fails. Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr

25 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 17 of 136 ontent Standard 2009 ontent Standard Rating Map? 7.4D.3 Explain how new scientific knowledge can be used to develop new technologies and how new technologies can be used to generate new scientific knowledge. H.3S.5 H.4D.5 Explain how technological problems and advances create a demand for new scientific knowledge and how new knowledge enables the creation of new technologies. Describe how new technologies enable new lines of scientific inquiry and are largely responsible for changes in how people live and work. Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr

26 rosswalk A: Oregon Science, ontent Standards to 2009 ore/ontent Standards K-High School p. 18 of 136 hysical Science Matter: Understand structure and properties of matter. BENHMARK 2 (Grades 4-5) ontent Standard S.05.S.01 Identify substances as they exist in different states of matter. SR ontent Standard Rating Map? ompare and contrast the properties of states of matter Describe physical changes in matter and explain how they occur Explain how the motion and spacing of particles determines states of matter. S.05.S Distinguish among solids, liquids, and gases ompare and contrast the properties of states of matter. Describe physical changes in matter and explain how they occur Explain how the motion and spacing of particles determines states of matter. S.05.S Identify unique properties of each state of matter ompare and contrast the properties of states of matter. Describe physical changes in matter and explain how they occur Explain how the motion and spacing of particles determines states of matter. Highlighted codes: Green indicates the 2001 standard matches a 2009 standard below grade level. ellow indicates the 2001 standard matches a 2009 standard above grade level. No color indicates the Rating refers to the match of the 2001 standard to a 2009 standard. : artial, e.g standard may address a 2009 standard in a superficial way or may cover targeted skills at a lower complexity level than intended in the 2009 standard. : omplete, e.g., 2001 standard describes a fundamental skill or concept as explicitly stated in a 2009 standard or addresses a central idea of the 2009 standard; does Map? is coded (yes) if the collection of 2009 content standards fully represent the 2001 standard, N (no) if the collection of 2009 content standards does not fully represent the 2001 standard, and wr