Oregon Science Standards

Transcription

1 Full Option Science System ( ) Grades K-8 Correlation to Oregon Science s

2 A CORRELATION OF THE OREGON SCIENCE STANDARDS TO THE FULL OPTION SCIENCE SYSTEM PROGRAM FOR GRADES K-8 The following is a correlation of the Oregon Science s to the Full Option Science System (). This correlation includes representative examples of investigations and activities from the, which address the Oregon Science s and their Grade Three and Grade Five. A citation does not reflect all of the investigations or activities from that might address a particular benchmark. The examples of investigations cited for Grade Three are from modules developed for grades kindergarten through grade three. The examples cited for the Grade Five are from modules developed for grades four and five. The examples cited for the Grade Eight are from a) Modules developed for grades five and six and b) the four Middle School Modules currently available. 2

3 BENCHMARK 1: GRADE 3 PHYSICAL SCIENCE OCSS Definition: Understand structures and properties of matter and changes that occur in the physical world. Grade 3 MATTER Understand structure and properties of matter. Understand structure and properties of matter. Describe objects according to their physical properties. Fabric, Activity 1, Part 1 Wood, Activity 2, Part 1 Solids and Liquids, Investigation 1, Parts 1-2 s 4-5 s 4-7 s 8-20 MATTER Understand chemical and physical changes. Describe and analyze chemical and physical changes. Describe changes that occur in matter. Earth Materials, Investigation 2, Parts 1-2 Solids and Liquids, Investigation 4, Parts 1-3 Water, Investigation 3, Parts 1-4 s 8-21 s 7-32 s 8-26 Earth Materials, Investigation 1, Parts 1-3 s 8-29 FORCE Understand fundamental forces, their forms, and their effects on motion. Describe fundamental forces and the motions resulting from them. Describe an object s position and how to affect its movement. Wood, Activity 1, Parts 4-5 Air and Weather, Investigation 3, Parts 1-5 Balance and Motion Investigation 2, Parts 1-3 s s 8-36 s 8-28 Magnetism and Electricity, Investigation 1, Parts 1-3 Water, Investigation 4, Part 2 s 8-29 s

4 ENERGY Understand energy, its transformations, and interactions with matter. Explain and analyze the interaction of energy and matter. Grade 3 Identify common types and uses of energy. Air and Weather Investigation 3, Parts 1-5 Magnetism and Electricity, Investigation 2, Parts 1-2 s 8-36 Wind s 8-19 Water s Water, Investigation 4, Part 2 Physics of Sound, Investigation 1, Part 3 s Waterwheels s

5 LIFE SCIENCE OCSS Definition: Understand structure, functions, and interactions of living organisms and the environment. Grade 3 ORGANISMS Understand the characteristics, structure, and functions of organisms. Describe the characteristic s, structure, and functions of organisms. Recognize characteristics that are similar and different between organisms. Animals Two by Two, Activity 2, Parts 1-4 Animals Two by Two big book Trees, Activity 1, Parts 3-5 s 5-13 (included in kit) s 8-14 Insects, Investigation 2, Part 1 Structures of Life, Investigation 3, Part 1 s 8-13 s 8-15 Structures of Life s Describe the basic needs of living things. Animals Two by Two, Activity 1, Parts 2-3 s 9-13 Goldfish HEREDITY Understand the transmission of traits in living things. Understand the transmission of traits in living things. Describe how related plants and animals have similar characteristics. Trees, Activity 1, Parts 7-8 Animals Two by Two, Activity 3, Parts 1-3 Trees, Activity 2, Parts 1-3 New Plants, Investigation 1, Home and School Extensions s s 5-11 s 4-10 Leaves s Insects, Investigation 3, Parts 1-3 s

6 INTERDEPENDENCE Understand the relationships among living things and between living things and their environments. Explain and analyze the interdepende nce of organisms in their natural environment. Describe a habitat and the organisms that live there. Structures of Life, Investigation 3, Part 1 Structures of Life Animals Two by Two, Activity 1, Parts 1-4 s 8-15 s s 6-14 Insects, Investigation 6, Part 1 s 8-13 Structures of Life, Investigation 3, Part 2 s Water s 5-7 Understand the relationships among living things and between living things and their environments. Describe and analyze diversity of species, natural selection, and adaptations. Identify how some animals gather and store food, defend themselves, and find shelter. Trees big book: Our Very Own TREE Insects, Investigation 3, Part 2 Structures of Life, Investigation 3, Parts 1-4 s s 8-30 Structures of Life s

7 EARTH AND SPACE SCIENCE OCSS Definition: Understand physical properties of the Earth, how those properties change, and the Earth s relationship to other celestial bodies. Grade 3 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 the availability and use of the materials that make up that system. Recognize physical differences in earth materials. Pebbles, Sand, and Silt, Investigation 2, Parts 1-4 Earth Materials, Investigation 2, Parts 1-2 Water, Investigation 4, Parts 1-3 Earth Materials s 4-14 s 8-21 s 8-23 s 1-4, 5-7, 8-9, 10-11, 12-13, THE DYNAMIC EARTH Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Explain changes occurring within the lithosphere, hydrosphere, and/or atmosphere of the Earth. Identify daily and seasonal weather changes. Trees, Activity 3, Parts 1-9 And big book: Our Very Own TREE (in kit) Air and Weather, Investigation 2, Parts 1-4 Air and Weather, Investigation 4, Part 2 s 4-16 Trees Through the Seasons s 8-32 Observing Weather s Comparing the seasons Water s 14-16,

8 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. Air and Weather, Investigation 4, Part 3 and Extensions s The Night Sky SCIENTIFIC INQUIRY OCSS Definition: Use interrelated processes to pose questions and investigate the physical and living world. Grade 3 FORMING THE QUESTION/HYPOTHESIS Formulate and express scientific questions and hypotheses to be investigated. Make observations. Formulate and express scientific questions 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. All modules are inquiry based and students ask questions in each. Some examples are: Fabric, Activity 2, Parts 1-2 Paper, Activity 1, Part 4 Balance and Motion, Investigation 3, Part 2 s 4-9 s s New Plants, Investigation 2, Parts 1-2 Air and Weather, Investigation 1, Part 1 Magnetism and Electricity, Investigation 5, Part 3 Physics of Sound, Investigation 4, Part 1 s 8-19 s 8-12 s s

9 DESIGNING THE INVESTIGATION Design safe and ethical scientific investigations to address questions and hypotheses. Design scientific investigations to address and explain questions and hypotheses. Grade 3 Plan a simple investigation. All modules are inquiry based and students plan investigations in each. Some examples are: Wood, Activity 1, Parts 3-5 Fabric, Activity 2, Parts 1-2 s 8-15 s 4-9 Pebbles, Sand, and Silt, Investigation 4, Part 3 s Balance and Motion, Investigation 3, Part 3 s Measurement, Investigation 2, Part 3 s Ideas and Inventions, Investigation 4, Part 4 s

10 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. All modules are inquiry based and students collect data for investigations in each. Some examples are: Wood, Activity 1, Parts 4-5 Fabric, Activity 2, Part 4 s s New Plants, Investigation 2, Part 3 s Measurement, Investigation 3, Part 3 s Earth Materials, Investigation 4, Part 1 s 8-13 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. Fabric, Investigation 2, Part 4 Balance and Motion, Investigation 1, Parts 1-3 Magnetism and Electricity, Investigation 1, Part 3 s s 4-11 s Water, Investigation 1, Part 2 s Human Body, Investigation 4, Parts 1-3 s

11 Instruction in the of Unifying Concepts and Processes, History and Nature of Science, Science in Personal and Social Perspectives, and Science and Technology is required in all Oregon school districts; however, they are not included on the statewide assessment except as specifically indicated in the eligible content in Earth/Space Science, Life Science or Physical Science. UNIFYING CONCEPTS AND PROCESSES OCSS: Understand and apply major concepts and processes common to all sciences. Grade 3 Understand that any collection of things that have an influence on one another can be thought of as a system. 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. Trees, Activity 3, Parts 1-9 (Concept: Cycle) Air and Weather, Investigation 4, Part 1 (Concept: System) Insects, Investigation 1, Part 3 (Concept: Life Cycle) New Plants, Investigation 1, Parts 1-3 (Concept: Cycle) Trees, Activity 1, Part 1 (Concept: Model) Magnetism and Electricity, Investigation 2, Parts 1-3 (Concept: Interaction) Animals Two by Two, Activity 1, Part 3 (Concept: Change) s 4-14 s 8-11 s s 8-30 s 4-7 s s

12 Human Body, Investigation 3, Part 1 (Concept: Interaction) Solids and Liquids, Investigation 4, Parts 1-3 (Concept: Change/interaction) Structures of Life, Investigation 2, Parts 1-3 (Concept: Cycle) Human Body (Concept: System) Structures of Life, Investigation 3, Parts 1-4 (Concept: Structure/Function). Insects, Activity 4, Parts 1-5 (Concept: Structure/Function) Structures of Life, Investigation 4, Parts 1-2 (Concept: Interaction) Human Body, Investigation 1, Parts 1-3 (Concept: Structure/Function) s 8-14 Owl pellets s 7-27 s 8-22 s s 8-30 s 5-18 s 8-19 s

13 SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES OCSS Definition: Understand that science provides a basis for understanding and acting on personal and social issues. Grade 3 Describe the role of science and technology in local, national, and global issues. Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies. Explain risks and benefits in personal and community health from a science perspective. Water, Investigation 4, Part 3 Water Measurement Human Body s s s s

14 SCIENCE AND TECHNOLOGY OCSS Definition: Understand the interconnections among science, technology, and society. Grade 3 Understand the relationship that exists between science and technology. Understand the process of technological design to solve problems and meet needs. None None Pebbles, Sand, and Silt, Investigation 3, Parts 1-5 Ideas and Inventions, Investigation 3, Parts 1-3 Ideas and Inventions Solids and Liquids, Investigation 1, Part 3 Balance and Motion, Investigation 3, Parts 3 Physics of Sound, Investigation 4, Part 1 s 8-32 s 8-21 s 1-3, 9, 14, s s s

15 BENCHMARK 2: GRADE 5 PHYSICAL SCIENCE OCSS Definition: Understand structures and properties of matter and changes that occur in the physical world. Grade 5 MATTER Understand structure and properties of matter. Understand structure and properties of matter. Identify substances, as they exist in different states of matter. Distinguish among solids, liquids, and gases. Identify unique properties of each state of matter. Solids and Liquids, Investigation 1, Part 1* Investigation 2, Part 1 Water, Investigation 1, Part 1 Investigation 2, Parts 1-3 Investigation 3, Parts 1-4 s 8-16 Solids s Liquids s 8-13 s 8-24 s 8-24 *The module Solids and Liquids introduces states of matter and was developed for use in grade one or two. MATTER Describe the ability of matter to change state Understand chemical and by heating and cooling. physical changes. Describe and analyze chemical and physical changes. Recognize that heating and cooling cause changes in states of matter. Identify changes in states of matter seen in the environment. Water, Investigation 2, Parts 1-3 Investigation 3, Parts 1-4 Water Measurement, Investigation 4, Parts 1-2 s 8-24 s 8-26 s 1-2, s

16 FORCE Understand fundamental forces, their forms, and their effects on motion. Describe fundamental forces and the motions resulting from them. Grade 5 Describe and compare the motion of objects. Recognize and describe the motion of an object in terms of one or more forces acting on it. Water, Investigation 1, Part 3 Investigation 3, Part 2 Water, Investigation 4, Part 2 Water Student Response Sheets #5, 11 s waterwheels s 1-2, Magnetism and Electricity, Investigation 1, Parts 1-3 s 8-29 Levers and Pulleys, Investigation 3, Parts 1-3 s 8-24 Identify examples of magnetism and gravity exerting force on an object. Variables, Investigation 3, Parts 1-3 Magnetism and Electricity, Investigation 1, Parts 1-4 s 8-23 s 8-36 The Force Recognize that magnets attract and repel each other and other materials. Recognize that things on or near Earth are pulled toward it by Earth s gravity. Magnetism and Electricity Variables, Investigation 3, Interdisciplinary Extensions Measurement, Investigation 2, Part 1 s s 8-13 Measurement, Investigation 2, Background For The Teacher 4 ( weight vs mass ) 16

17 ENERGY Understand energy, its transformations, and interactions with matter. Explain and analyze the interaction of energy and matter. Grade 5 Identify forms of various types of energy and their effects on matter. Identify various forms of energy including heat, light, sound and electricity. Magnetism and Electricity, Investigation 2, Parts 1-2 Physics of Sound, Investigation 1, Part 3 Solar Energy, Investigation 2, Parts 1-2 s 8-19 s s 8-24 Solar Energy s 1-5 Models and Designs, Investigation 3, Part 2 s Describe examples of energy transfer. Water, Investigation 2, Part 1 Magnetism and Electricity, Investigation 2, Part 3 s 8-24 s Identify the direction of heat transfer on a diagram showing objects at different temperatures. Identify ways to produce heat including light, burning, electricity, friction, and as a byproduct of mechanical and electrical machines. Identify examples of energy transfer in the environment. Magnetism and Electricity Ideas and Inventions, Investigation 4, Part 2 Ideas and Inventions Measurement, Investigation 4, Parts 1-2 Solar Energy, Investigation 4, Parts 1-3 s s s s 8-17 s

18 ENERGY Understand energy, its transformations, and interactions with matter cont. Explain and analyze the interaction of energy and matter. Grade 5 Solar Energy, Investigation 2, Parts 1-2 Solar Energy s 8-24 s 1-5, 22-24, 25, 26-27, Water s 14-16, Science: Life Science OCSS Definition: Understand structure, functions, and interactions of living organisms and the environment. Grade 5 ORGANISMS Understand the characteristics, structure, and functions of organisms. See Above Describe the characteristic s, structure, and functions of organisms. See Above Group or classify organisms based on a variety of characteristics. Classify a variety of living things into groups using various characteristics. Describe the function of organ systems. Classify organs by the system to which they belong. Structures of Life, Investigation 4, Part 2 Science Stories Structures of Life Human Body, Investigation 1, Parts 1-3 Investigation 3, Parts 1-2 Human Body s s s 8-24 skeletal system s 8-15 muscular system s 1-4, 8,11,14-16, skeletal, 18

19 Describe basic plant and animal structures and their functions. muscular, circulatory) Associate specific structures with their functions in the survival of the organism. Science Stories Structures of Life Food and Nutrition s s 6-9 digestive system Structures of Life, Investigation 3, Parts 1-4 Investigation 4, Parts 1-2 Structures of Life Human Body s 8-30 s 8-19 s 1-3, s 1-3, 10, 11 HEREDITY Understand the transmission of traits in living things. Understand the transmission of traits in living things. Describe the life cycle of an organism. Describe the life cycle of common organisms. Recognize that organisms are produced by living organisms of similar kind, and do not appear spontaneously from inanimate materials. Human Body, Investigation 4, Parts 1-2 Structures of Life, Investigation 2, Parts 1-3 Structures of Life Environments s 8-19 s 8-22 (beans) s 1-3, 6-9, Life Cycle of a Crayfish Note: These benchmarks are also addressed in grades one and two in the modules Insects and New Plants. 19

20 DIVERSITY/ INTERDEPENDENCE Understand the relationships among living things and between living things and their environments. Explain and analyze the interdepende nce of organisms in their natural environment. Grade 5 Describe the relationship between characteristics of specific habitats and the organisms that live there. Use drawings or models to represent a series of food chains for specific habitats. Structures of Life, Investigation 3, Parts 2-3 Investigation 4, Part 1 Structures of Life s crayfish s 8-13 Snails 28 Environments, Investigation 1, Parts 1-2 s 8-19 Identify the producers, consumers, and decomposers in a given habitat. Environments s 1-8, 28, Recognize how all animals depend upon plants whether or not they eat the plants directly. Environments, Investigation 4, Parts 1-3 Solar Energy s 8-22 s 1-5 DIVERSITY/ INTERDEPENDENCE Understand the relationships among living things and between living things and their environments. Describe and analyze diversity of species, natural selection, Explain the relationship between animal behavior and species survival. Describe the living and nonliving resources in a specific habitat and the adaptations of organisms to that habitat. Describe how adaptations help a species survive. Describe changes to the environment that have caused the population of some species Environments Environments, Investigation 1, Parts 1-2 and Investigation 4, Parts 1-3 Structures of Life Environments, Investigation 5, Parts 1-3 s 1-8, 9-17,22, 28, s 8-19 s 8-22 s 4-9, 11 s

21 and adaptations. to change. Identify conditions that might cause a species to become endangered or extinct. Environments Structures of Life Environments s 8-20, 27-37, s 1-3, 17-19, s 9-17, Science: Earth and Space Science OCSS Definition: Understand physical properties of the Earth, how those properties change, and the Earth s relationship to other celestial bodies. Grade 5 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 the availability and use of the materials that make up the system. Identify properties and uses of Earth materials. Recognize that Earth materials are used in different ways such as for building materials based on differences in their physical and chemical properties. Pebbles, Sand, and Silt, Investigation 3, Parts 1-5* Earth Materials, Investigation 3, Parts 1-2 Earth Materials s 8-32 s 8-24 calcite quest s 8-9, 10-11, 12-13, Recognize that soils vary in color, texture, components, reaction to water, and ability to support the growth of plants. Water, Investigation 4, Part 1 Pebbles, Sand, and Silt, Investigation 4, Parts 1-3* Conservation and responsible use of materials is a subject s 8-13 s

22 Recognize that the supply of many resources is limited, and that resources can be extended through recycling and decreased use. discussed in the teacher guide for every unit. See for example: Water, Investigation 1, Part 1 *This module was developed for use in either grade one or two Recognize that discarded products contribute to the problem of waste disposal. THE DYNAMIC EARTH Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Explain and analyze changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Grade 5 Describe patterns of seasonal weather. Describe weather in measurable quantities including temperature, wind direction, wind speed, and precipitation. Interpret data over a period of time and use information to describe changes from day to day, week to week, and season to season. Air and Weather, Investigation 2, Parts 1-4* Air and Weather, Activity 4, Part 1* Solar Energy s 8-32 s 8-11 Weather graph s Water Investigation 3, Parts 1-4 s 8-28 (evaporation) 22

23 Identify causes of Earth surface changes. Identify effects of wind and water on Earth materials using appropriate models. Identify effects of rapid changes on Earth s surface features including earthquakes and volcanoes. *This module was developed for use in either grade one or two. Water Investigation 1, Part 3 Landforms, Investigation 2, Parts 1-2 and Investigation 3, Parts 1-3 Landforms Landforms s (slope) s 8-22 s 8-24 s 15-21, s 22-24, 27-30, 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. Grade 5 Describe the Earth s place in the solar system and the patterns of movement of objects within the solar system using pictorial models. Describe Earth s position and movement in the solar system. Models and Designs s 5-10 Recognize that the rotation of the Earth on its axis every 24 hours produces the night-andday cycle. Solar Energy, Investigation 1, Science Extensions Solar Energy, Pictures and Lunar Calendar Resource ID 24 Note: these benchmarks are addressed more thoroughly in the Planetary Science module ( Middle School). 23

24 Science: Scientific Inquiry OCSS Definition: Use interrelated processes to pose questions and investigate the physical and living world. Grade 5 FORMING THE QUESTION/HYPOTHESIS Formulate and express scientific questions or hypotheses to be investigated. Make observations. Formulate and express scientific questions and hypotheses to be investigated based on the observations. Make observations. Ask questions or form hypotheses based on observations, which can be explored through simple investigations. See Scientific Inquiry Benchmark 2 Scoring Guide, Level 4. All modules are inquiry based and students ask questions in each. Some examples are: Physics of Sound, Investigation 2, Part 1 Food and Nutrition, Investigation 2, Part 3 Environments, Investigation 2, Part 4 s 8-12 s s Magnetism and Electricity, Investigation 5, Part 3 s Landforms, Investigation 3, Part 3 s DESIGNING THE INVESTIGATION Design safe and ethical scientific investigations to address questions or hypotheses. Design scientific investigations to address and explain questions or hypotheses. Design a simple scientific investigation to answer questions or test hypotheses. See Scientific Inquiry Benchmark 2 Scoring Guide, Level 4. Variables, Investigation 3, Parts 1-3 All modules are inquiry based and students design investigations in each. Some examples are: Earth Materials, Investigation 4, Part 1 s 8-23 s 8-13 Levers and Pulleys, Investigation 2, Parts 1-4 s

25 Solar Energy, Investigation 4, Part 3 s Measurement, Investigation 1, Parts 1-3 s 8-24 Mixtures and Solutions, Investigation 2, Parts 1-3 s 8-24 COLLECTING AND PRESENTING DATA Conduct procedures to collect, organize, and display scientific data. Collect, organize, and display scientific data. Collect, organize, and summarize data from investigations. See Scientific Inquiry Benchmark 2 Scoring Guide, Level 4. Food and Nutrition, Investigation 3, Parts 1-2 Variables, Investigation 1, Parts 1-3 Magnetism and Electricity, Investigation 1, Part 3 Environments, Investigation 2, Part 4 All modules are inquiry-based and students collect and organize data in each. Some examples are: Human Body, Investigation 4, Parts 1-2 Variables, Investigation 1, Parts 1-3 s 8-20 s 8-27 s s s 8-19 s 8-27 Environments, Investigation 5, Part 2 s Measurement, Investigation 4, Parts 1-2 s 8-17 Models and Designs, Investigation 3, Part 3 Environments, Investigation 5, Part 3 s s

26 ANALYZING AND INTERPRETING RESULTS Analyze scientific information to develop and present conclusions. Analyze scientific information to develop and present conclusions. Grade 5 Summarize, analyze, and interpret data from investigations. See Scientific Inquiry Benchmark 2 Scoring Guide, Level 4. Measurement, Investigation 3, Parts 1-3 Variables, Investigation 3, Math Extensions Levers and Pulleys, Investigation 4, Parts 1-2 s s 8-20 Human Body, Investigation 4, Parts 1-2 s 8-19 Food and Nutrition, Investigation 1, Part 2 s Solar Energy, Investigation 3, Parts 1-2 s

27 Instruction in the of Unifying Concepts and Processes, History and Nature of Science, Science in Personal and Social Perspectives, and Science and Technology is required in all Oregon school districts; however, they are not included on the statewide assessment except as specifically indicated in the eligible content in Earth/Space Science, Life Science or Physical Science. Science: Unifying Concepts and Processes OCSS Definition: Understand and apply major concepts and processes common to all sciences. Grade 5 Understand that any collection of things that have an influence on one another can be thought of as a system. 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. None None Measurement, Investigation 4, Part 2 Landforms, Investigation 2, Parts 1-2 Mixtures and Solutions, Investigation 4, Parts 1-3 Solar Energy, Investigation 1, Parts 1-2 Models and Designs s (Temperature change) s 8-22 (Changes in stream table) s 8-24 (Chemical change) s 8-21 (Shadow changes) s

28 Grade 5 See Above See Above Environments, Investigation 5, Parts 1-3 Environments Structures of Life, Investigation 2, Parts 1-3 s 8-22 (Environment changes) s 36, 37, s 8-22 (Life cycle) Environments, Investigation 1, Parts 1-2 Structures of Life Water s 8-19 (ecosystem) s s (Water cycle) See Above None Structures of Life Environments, Investigation 4, Part 3 Environments Magnetism and Electricity, Investigation 2, Parts 1-2 Variables, Investigation 1, Parts

29 See Above None Models and Designs, Investigation 2, Parts 1-3 Landforms, Investigation 3, Parts 1-3 Solar Energy, Investigation 4, Parts 1-3 Landforms, Investigation 4, Parts 1-2 Models and Designs Investigation 2, Parts 1-2 See Above See Above Magnetism and Electricity, Investigation 1, Part 3 Levers and Pulleys, Investigation 1, Parts 2-3 Variables, Investigation 1, Parts 2-3 Physics of Sound, Investigation 2, Parts 1-3 Models and Designs, Investigation 3, Parts 1-3 Variables, Investigation 4, Parts (Systems) s (Ecosystems) s s 8-19 (circuits) s 8-24 (pendulum systems) s 8-24 (humdingers) s (Cause and effect) s s (Cause and effect) s 8-24 s 8-23 s

30 . Water Landforms Solar Energy Human Body, Investigation 3, Part 2 Structures of Life, Investigation 4, Parts 1-2 Structures of Life Ideas and Inventions Models and Designs, Investigation 4, Parts 1-2 Models and Designs s s s s (Structure and function) s 8-19 s 1-3 s 1-3, 9, 10, 17 (Structure and function) s 6-15 (Structural design and function) s 25-27, 28,

31 Science: History and Nature of Science OCSS Definition: Understand science as a human endeavor, the nature of scientific knowledge and the history of science as it relates to and clarifies scientific inquiries. Grade 5 Understand that science is a human endeavor practiced by individuals from many different cultures. None None Magnetism and Electricity Models and Designs s 10-11, 12-15, 16, s 4, 5-10, 11-16, Understand that scientific knowledge is subject to change based on new findings and results of scientific observation and experimentation. Understand that scientific knowledge distinguishes itself through the use of empirical standards, logical arguments, and skepticism. Mixtures and Solutions Models and Designs Mixtures and Solutions Variables Models and Designs Mixtures and Solutions s 5, 8, 9, 10, 15, 22, 23-25, 26-30, s 5-10 s s s 1-10 s 5, 8, 9, 10, 15, 22, 23-25, 26-30,

32 SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES OCSS Definition: Understand that science provides a basis for understanding and acting on personal and social issues. Grade 5 Describe the role of science and technology in local, national, and global issues. None Given None Given Solar Energy, Investigation 4, Part 1 Landforms, Investigation 3, Part 3 s 8-19 s Mixtures and Solutions s Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies. Explain risks and benefits in personal and community health from a science perspective. None Given None Given Environments Solar Energy Food and Nutrition, Investigation 4, Part 1 Food and Nutrition s 1-8, 9-17, 27-35, 36, 37, s 1-7, 22-24, 25, 26-27, 28-30, s 8-15 s 1-5, 14-15, Environments s 36, 37 32

33 SCIENCE AND TECHNOLOGY OCSS Definition: Understand the interconnections among science, technology, and society. Grade 5 Understand the relationship that exists between science and technology. None Given None Given Magnetism and Electricity Models and Designs, Investigation 4, Parts 1-2 Food and Nutrition s 10-11, 12-15, 16, 17-19, 20-23, 24-25, s 6-15 s 10-13, 14-15, 16-19, 21-23, 24-25, 26, Understand the process of technological design to solve problems and meet needs. None Given None Given Models and Designs, Investigation 3, Parts 1-3 Variables s 8-23 s 18-20, 21-28, Models and Designs s 17-20, 21-24, 25-28, 29-36,

34 BENCHMARK 3: GRADE 8 PHYSICAL SCIENCE OCSS Definition: Understand structures and properties of matter and changes that occur in the physical world. Grade 8 MATTER Understand structure and properties of matter. Understand structure and properties of matter. Compare properties of specific substances. Describe how to measure characteristic properties including boiling and melting points, solubility, and density. Recognize that substances may be grouped by their properties. Mixtures and Solutions Investigation 2, Parts 1-4 Earth History Investigation 3, Part 1 s 8-28 s Grand Canyon Rocks MATTER Understand chemical and physical changes. Describe and analyze chemical and physical changes. Use the concept of density to evaluate which objects will float or sink in water. Compare physical and chemical changes. Distinguish between examples of chemical changes and physical changes. Planetary Science Investigation 8, Parts 1-4 Mixtures and Solutions Investigation 4, Parts 1-2 Mixtures and Solutions s Moon Rocks Describe processes that will separate the components of physical mixtures. Describe events that accompany chemical changes but not physical changes. Explain how our understanding of the nature of matter and chemical reactions has changed over time. Note: these benchmarks will be addressed in more depth in the Middle School unit on chemistry, currently under development at the Lawrence Hall of Science. 34

35 FORCE Understand fundamental forces, their forms, and their effects on motion. Describe fundamental forces and the motions resulting from them. Grade 8 Explain interactions between force and matter, and relationships among force, mass, and motion. Recognize and describe the motion of an object based on its mass, and the force exerted on it. Models and Designs, Investigation 3, Parts 1-3 Planetary Science Investigation 3, Part 2 and Planetary Science Resources s 8-23 Go-carts s s 39,69-70 Predict the change in directions or speed of an object by changing the forces acting on it. Levers and Pulleys, Investigation 3, Parts 1-3 Variables, Investigation 3, Parts 1-3 s 8-29 Pulleys s 8-24 Plane sense See Above See Above Explain inertia. Recognize that every object exerts gravitational force on every other object. Electronics Investigation 3, Parts 1-4 s Describe the effect of gravitational force on objects at the Earth s surface. Planetary Science Investigation 5, Parts 1-6 and Planetary Science Resources s s

36 ENERGY Understand energy, its transformations, and interactions with matter. Explain and analyze the interaction of energy and matter. Grade 8 Compare forms and behaviors of various types of energy. Distinguish between the forms of energy including heat, chemical, mechanical, and gravitational potential energy. Solar Energy Models and Designs, Investigation 2, Parts 1-3 s 1-5 s 8-24 Humdingers Solar Energy, Investigation 2, Parts 1-2 s 8-24 See Above See Above Describe and explain various energy transfers and resulting transformations. Electronics, Investigation 1, Part 1 s Trace the flow of energy transformations in a system. Explain the principle that energy is conserved, neither created nor destroyed. Planetary Science Investigation 5, Parts 2-3 Electronics, Investigation 3, Parts 1-3 s s Identify how technological advances have changed humankind s use of energy. Solar Energy, Investigation 4, Parts 1-3 s 8-28 Solar Energy s 1-5, 22-24, 25, 26-27,

37 Science: Life Science OCSS Definition: Understand structure, functions, and interactions of living organisms and the environment. Grade 8 ORGANISMS Understand the characteristics, structure, and functions of organisms. Describe the characteristic s, structure, and functions of organisms. Describe and explain the relationship and interaction of organ systems. Identify organ systems at work during a particular activity and describe their effect on each other. See Above See Above Describe and explain the structure and functions of an organism in terms of cells, tissues and organs. 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. Identify photosynthesis as the process by which plants use the energy from light to make sugars out of carbon dioxide and water, and that this food can be used immediately for fuel or it may be stored for later use. Explain how our understanding of cells and microbes has changed over time. Human Brain and Senses Investigation 5, Parts 3-4 Science Stories Food and Nutrition *Note: the interaction of the skeletal and muscular systems is also addressed in the Human Body unit, designed for grades 3-4. Human Brain and Senses Resources These benchmarks will be addressed in the Middle School unit Diversity of Life, under development at the Lawrence Hall of Science. s s 6-9 digestive system s

38 HEREDITY Understand the transmission of traits in living things. Understand the transmission of traits in living things. Grade 8 Describe how traits of an organism are passed on from generation to generation. Distinguish between asexual and sexual reproduction. Identify traits inherited through genes and those resulting from interactions with the environment. These benchmarks will be addressed in the Middle School unit Diversity of Life, under development at the Lawrence Hall of Science. Use simple laws of probability to predict patterns of heredity with the use of Punnett squares. DIVERSITY/ INTERDEPENDENCE Understand the relationships among living things and between living things and their environments. Explain and analyze the interdepende nce of organisms in their natural environment. Explain how our understanding of heredity has changed over time. Identify and describe the factors that influence or change the balance of populations in their environment. 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 populations of organisms within an ecosystem by the function that they serve. Solar Energy Environments, Investigation 1, Parts 1-2 Environments s 1-5 s 8-19 s 1-8, 28, Differentiate between relationships among organisms including predator-prey, producerconsumer, and parasite-host Explain the importance of niche to an organism s ability to avoid direct competition for resources. These benchmarks will be addressed in more depth in the Middle School unit Populations and Ecosystems, under development at the Lawrence Hall of Science. 38

39 DIVERSITY/ INTERDEPENDENCE Understand the relationships among living things and between living things and their environments. Describe and analyze diversity of species, natural selection, and adaptations. Grade 8 Describe how adaptations help a species survive. 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. Environments, Investigation 5, Parts 1-3 Environments These benchmarks will be addressed in more depth in the Middle School unit Populations and Ecosystems, under development at the Lawrence Hall of Science. s 8-22 s 8-20, 27-37, Describe and explain the theory of natural selection as a mechanism for evolution. Identify and explain how random variations in species can be preserved through natural selection. Describe how animal and plant structures adapt to environmental change. Earth History Investigation 7, Parts 1-2 and Earth History Resources These benchmarks will be addressed in more depth in the Middle School unit Populations and Ecosystems, under development at the Lawrence Hall of Science. s Fossils s 38-46, 76-79, (Note that page 85 is specifically about Darwin s theory of evolution.) 39

40 Science: Earth and Space Science OCSS Definition: Understand physical properties of the Earth, how those properties change, and the Earth s relationship to other celestial bodies. Grade 8 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 the availability and use of the materials that make up the system. Recognize that Earth materials are limited, and explore strategies for addressing this problem. *This module was developed for use in either grade one or two Identify ways in which various resources can be recycled and reused. Conservation and responsible use of materials is a subject discussed in the teacher guide for every unit. See for example: Mixtures and Solutions Investigation 1, Part 1 Electronics Resources s 8-15 s Say Green,

41 THE DYNAMIC EARTH Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Explain and analyze changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Grade 8 Explain the water cycle and its relationship to weather and climatic patterns. Explain the water cycle. Identify factors that cause or affect weather patterns. Identify factors that affect the rate of evaporation, condensation, and cloud formation. Identify the difference between weather and climate. Explain how geography affects climate. Water* Investigation 3, Parts 1-2 Solar Energy These benchmarks will be addressed in more depth in the Middle School unit Weather and Water, under development at the Lawrence Hall of Science. Solar Energy s 8-22 s s

42 *This module was developed for use in grade 3 or 4. Describe the Earth s structure and how it changes over time. Recognize the solid Earth is layered with a lithosphere, a hot convecting mantle, and a dense metallic core. Identify the processes that result in different kinds of landforms. Identify factors affecting water flow, soil erosion and deposition. Give examples of landform changes that occur at different rates. Describe the evidence for and the development of the theory of plate tectonics. Explain the rock cycle in terms of constructive (crustal deformation, volcanic eruption, and sediment deposition) and destructive (weathering and erosion) forces in land formation. Describe that the total amount of Earth material stays the same as its forms change in the rock cycle. Earth History Resources Landforms Investigation 2, Parts 1-2 Earth History Investigation 4, Parts 1-6 Landforms Investigation 3, Parts 1-3 Landforms Investigation 3, Parts 1-3 Earth History Resources Earth History Resources s s 8-22 s s 8-24 s 8-24 s s

43 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. Grade 8 Explain the relationship of the Earth s motion to the day, season, year, phases of the moon, and eclipses. Explain the relationship between the cycle of seasons and the tilt of the Earth on its axis. Planetary Science Investigation 3, Parts 1-3 Planetary Science Resources Models and Designs s s 52-53,84-89 s Solar Energy, Pictures and Lunar Calendar Resource ID Solar Energy s 1-9 Science: Scientific Inquiry OCSS Definition: Use interrelated processes to pose questions and investigate the physical and living world. Grade 8 FORMING THE QUESTION/HYPOTHESIS Formulate and express scientific questions or hypotheses to be investigated. Make observations. Formulate and express scientific questions and hypotheses to be Based on observations and scientific concepts, ask questions or form hypotheses that can be explored through simple investigations. See Scientific Inquiry Benchmark 2 Scoring Guide, Level 4. All modules are inquiry based and students ask questions in each. Some examples are: Food and Nutrition, Investigation 2, Part 3 Environments, s s

44 investigated based on the observations. Investigation 2, Part 4 Landforms, Investigation 3, Part 3 s DESIGNING THE INVESTIGATION Design safe and ethical scientific investigations to address questions or hypotheses. Design scientific investigations to address and explain questions or hypotheses. Design a simple scientific investigation to answer questions or test hypotheses. See Scientific Inquiry Benchmark 2 Scoring Guide, Level 4. Electronics, Investigation 6, Parts 1-4 All modules are inquiry based and students design investigations in each. Some examples are: Levers and Pulleys, Investigation 2, Parts 1-4 s s 8-25 Models and Designs Investigation 3, Parts 1-3 s 8-23 Solar Energy, Investigation 4, Part 3 s Mixtures and Solutions, Investigation 2, Parts 1-3 s 8-24 Food and Nutrition, Investigation 3, Parts 1-2 s 8-20 Human Brain and Senses Investigation 2, Parts 1-3 s Planetary Science Investigation 5, Parts 1-4 s

45 COLLECTING AND PRESENTING DATA Conduct procedures to collect, organize, and display scientific data. Collect, organize, and display scientific data. Grade 8 Collect, organize, and display sufficient data to support analysis. See Scientific Inquiry Benchmark 2 Scoring Guide, Level 4. All modules are inquiry-based and students collect and organize data in each. Some examples are: Environments, Investigation 5, Part 2 s Models and Designs, Investigation 3, Part 3 s Planetary Science Investigation 7, Parts 1-3 s ANALYZING AND INTERPRETING RESULTS Analyze scientific information to develop and present conclusions. Analyze scientific information to develop and present conclusions. Summarize and analyze data, including possible sources of error. Explain results and offer reasonable and accurate interpretations and implications. See Scientific Inquiry Benchmark 2 Scoring Guide, Level 4. Electronics Investigation 5, Parts 1-3 Levers and Pulleys, Investigation 4, Parts 1-2 Food and Nutrition, Investigation 1, Part 2 Solar Energy, Investigation 3, Parts 1-2 s s 8-20 s s 8-24 Electronics Investigation 4, Parts 1-2 s Earth History Investigation 3, Parts 1-4 s

46 Instruction in the of Unifying Concepts and Processes, History and Nature of Science, Science in Personal and Social Perspectives, and Science and Technology is required in all Oregon school districts; however, they are not included on the statewide assessment except as specifically indicated in the eligible content in Earth/Space Science, Life Science or Physical Science. Science: Unifying Concepts and Processes OCSS Definition: Understand and apply major concepts and processes common to all sciences. Grade 8 Understand that any collection of things that have an influence on one another can be thought of as a system. 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. None None Models and Designs, Investigation 2, Parts 1-3 Electronics, Investigation 1, Parts 1-5 Planetary Science Investigation 5, Parts 1-7 Solar Energy, Investigation 1, Parts 1-2 Models and Designs Models and Designs, Investigation 2, Parts 1-3 Solar Energy, Investigation 4, Parts 1-3 s 8-24 (Humdingers) s (Circuits) s (Craters) s 8-21 (Shadow changes) s 5-10 s 8-24 (Humdingers) s 8-24 (Humdingers) (s 8-28 Model solar homes) 46

47 Science: History and Nature of Science OCSS Definition: Understand science as a human endeavor, the nature of scientific knowledge and the history of science as it relates to and clarifies scientific inquiries. Grade 8 Understand that science is a human endeavor practiced by individuals from many different cultures. None None Models and Designs Earth History Resources s 1-39 s Understand that scientific knowledge is subject to change based on new findings and results of scientific observation and experimentation. Understand that scientific knowledge distinguishes itself through the use of empirical standards, logical arguments, and skepticism. Mixtures and Solutions Mixtures and Solutions s s 5, 8, 9, 10, 15, 22, 23-25, 26-30,

48 SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES OCSS Definition: Understand that science provides a basis for understanding and acting on personal and social issues. Grade 8 Describe the role of science and technology in local, national, and global issues. None Given None Given Solar Energy, Investigation 4, Part 1 Electronics Resources s 8-19 s Human Brain and Senses Resources s 23-28, Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies. None Given None Given Solar Energy Food and Nutrition, Investigation 4, Part 1 s 1-7, 22-24, 25, 26-27, 28-30, s 8-15 Explain risks and benefits in personal and community health from a science perspective. None Given None Given Food and Nutrition Environments s 1-5, 14-15, s 36, 37 Human Brain and Senses Investigation 5, Parts 1-4 s

49 SCIENCE AND TECHNOLOGY OCSS Definition: Understand the interconnections among science, technology, and society. Grade 8 Understand the relationship that exists between science and technology. None Given None Given Models and Designs Models and Designs, Investigation 4, Parts 1-2 Food and Nutrition s 1-39 s 6-15 s 10-13, 14-15, 16-19, 21-23, 24-25, 26, Understand the process of technological design to solve problems and meet needs. None Given None Given Electronics Investigation 7, Parts 1-3 Models and Designs, Investigation 3, Parts 1-3 s s 8-23 Models and Designs Human Brain and Senses Investigation 5, Parts 1-4 Human Brain and Senses Resources s 17-20, 21-24, 25-28, 29-36, s s 3-6, (EEGs and MRIs) 49