science - ode.state.or.us · pdf filelife science – diversity/interdependence. ......

SCIENCE Grade-level Mapping

FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) 947-5794 or [email protected] Download this and other science standards documents from http://www.ode.state.or.us/search/page/?id=1577

Grade-level Map of Oregon’s Common Curriculum Goals, Content Standards, and Benchmark Standards

April 2003

Oregon Department of Education

Science Grade-level Mapping Background Information

April 2003 This Model Grade-level Mapping is intended for those Oregon School Districts and teachers who have requested guidance in organizing instruction that provides students with the opportunity to master the Common Curriculum Goals and Content Standards in science. Repetition of content is minimal, ensuring that new knowledge and skills are taught at each level – moving students ever higher. Using content previously learned as the foundation, instruction focuses on the new knowledge and skills to be learned at the current grade level in preparation for what students will learn at the next level. It is important to understand that, although instruction toward Common Curriculum Goals is required in all Oregon School Districts, this Model Grade-level Mapping is not mandated. Districts and teachers may choose to use this mapping as is, adapt it, or select a different model entirely. The next step with the Grade-level Mapping is to provide resources on-line linked to all eligible content and each grade-level statement. Planned resources include background content information, lessons, skill checks, and sample assessments similar to statewide assessments. In addition, links are planned that will enable teachers to easily integrate instruction with other academic content areas, career related learning standards, and students’ educational plan. A complete copy of the science grade-level mapping may be downloaded or printed from the ODE Website at: http://www.ode.state.or.us/search/page/?id=1577 in both the K-High School layout; and the grade-by-grade classroom alignment layout as recommended by Oregon’s Comprehensive School Review process. These files are available in both Portable Document Format (PDF) and Word format. If you need help getting this information in a way that works for you, please contact Debbie Shannon at: [email protected] or call (503) 974-5646. For more information about science curriculum and instruction, please contact Cheryl Kleckner at: [email protected] or call (503) 947-5794.


http://www.ode.state.or.us/search/page/?id=1577

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Science Classroom Alignment Tool GRADE 3

FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) 947-5794 or [email protected]

3 Key to Symbols: Model grade-level map statement References: AAAS - American Association for the Advancement of Science; BSL - Benchmarks for Science Literacy (1993); and Atlas - Atlas for Science Literacy (2001)

PHYSICAL SCIENCE - MATTER Common Curriculum Goal: Understand structure and properties of matter. Content Standard: Understand structure and properties of matter.

Benchmark Standard: Describe objects according to their physical properties.

(Note: No Statewide Assessment for Kindergarten or Grades 1, 2, 3, 4, 6, and 7) Grade-level Content Map Sequence Text/Support Materials Lessons/Units Used Sample Assessment Optional Assessment

Describe objects in terms of the

material they are made of (clay, cloth, paper, etc.) and their physical properties (color, size, shape, weight, texture, flexibility, etc). (AAAS BSL 4D, K-2, #1; Atlas p.33,55,57&61) Time Needed:

PHYSICAL SCIENCE - MATTER Common Curriculum Goal: Understand chemical and physical changes. Content Standard: Describe and analyze chemical and physical changes.

Benchmark Standard: Describe changes that occur in matter.


Describe physical changes in

objects and recognize the cause of those changes. Time Needed:




PHYSICAL SCIENCE - FORCE Common Curriculum Goal: Understand fundamental forces, their forms, and their effects on motion. Content Standard: Describe fundamental forces and the motions resulting from them.

Benchmark Standard: Describe an object’s position and how to affect its movement.


Observe and predict ways things

move, such as straight, zigzag, round and round, back and forth, and fast and slow. (AAAS BSL 4F, K-2, #1; Atlas p.63&65) Time Needed:

Recognize that without touching

them, a magnet pulls on things made of some metal and either pushes or pulls on other magnets. (AAAS BSL 4G, 3-5, #2) Time Needed:




PHYSICAL SCIENCE - ENERGY Common Curriculum Goal: Understand energy, its transformations, and interactions with matter. Content Standard: Explain and analyze the interaction of energy and matter.

Benchmark Standard: Identify common types and uses of energy.


Recognize some common forms of

energy such heat, light, electricity, magnetic and chemical energy and connect each form to its use. Time Needed:

Know that things that give off light

often also give off heat. Heat is produced by mechanical and electrical machines, and any time one thing rubs against something else. (AAAS BSL 4E, 3-5, #1) Time Needed:




LIFE SCIENCE - ORGANISMS Common Curriculum Goal: Understand the characteristics, structure, and functions of organisms. Content Standard: Describe the characteristics, structure, and functions of organisms.

Benchmark Standard: Recognize characteristics that are similar and different between organisms.


Sort and classify plants and animals

according to realistic and non-realistic attributes. Time Needed:

Understand that the brain enables

human beings to think and sends messages to other body parts to help them work properly. (AAAS BSL 6C, K-2, #3; Atlas p.75) Time Needed:

Know that the brain gets signals

from all parts of the body telling what is going on there. The brain also sends signals to parts of the body to influence what they do. (AAAS BSL 6C, 3-5, #4; Atlas p.75) Time Needed:


FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) 947-5794 or [email protected] 7 Key to Symbols: Model grade-level map statement References: AAAS - American Association for the Advancement of Science; BSL - Benchmarks for Science Literacy (1993); and Atlas - Atlas for Science Literacy (2001)

Benchmark Standard: Describe the basic needs of living things.


Know that most living things need

water, food, and air. (AAAS BSL 5C, K-2, #2; Atlas p.73,77&79)

Time Needed:

LIFE SCIENCE - HEREDITY Common Curriculum Goal: Understand the transmission of traits in living things. Content Standard: Understand the transmission of traits in living things.


Understand that offspring are very

much, but not exactly, like their parents and like one another. (AAAS BSL 5B, K-2, #2; Atlas p.69,71&83) Time Needed:

Benchmark Standard: Describe how related plants and animals have similar characteristics.


Diagram and label parts of a life cycle. Time Needed:




LIFE SCIENCE – DIVERSITY/INTERDEPENDENCE Common Curriculum Goal: Understand the relationships among living things and between living things and their environments. Content Standard: Explain and analyze the interdependence of organisms in their natural environment.

Benchmark Standard: Describe a habitat and the organisms that live there.


Know that different organisms need

different amounts of water, food, air, waste removal and a particular range of temperatures in their environments. (AAAS BSL 6A, K-2, #2; Atlas p.73) Time Needed:

Understand that some source of

"energy" is needed for all organisms to stay alive and grow. (AAAS BSL 5E, 3-5, #2; Atlas p.79) Time Needed:




LIFE SCIENCE – DIVERSITY/INTERDEPENDENCE Common Curriculum Goal: Understand the relationships among living things and between living things and their environments. Content Standard: Describe and analyze diversity of species, natural selection, and adaptations.

Benchmark Standard: Identify how some animals gather and store food, defend themselves, and find shelter.


Understand that, for any particular

environment, some kinds of plants and animals survive well and some survive less well, and some cannot survive at all. (AAAS BSL 5D, 3-5, #1; Atlas p.83) Time Needed:

Understand some kinds of

organisms that once lived on Earth have completely disappeared although they were something like others that are alive today. (AAAS BSL 5F, K-2, #2; Atlas p.81) Time Needed:




EARTH/SPACE SCIENCE – THE DYNAMIC EARTH Common Curriculum Goal: Understand the properties and limited availability of the materials, which make up the Earth. Content Standard: Identify the structure of the Earth system and the availability and use of the materials that make up that system.

Benchmark Standard: Recognize physical differences in Earth materials.


Understand that rock is composed of

different combinations of minerals. Time Needed:

Know that discarded products

contribute to the problem of waste disposal. Time Needed:

Know that air is a substance that

surrounds us. (AAAS BSL 4B, 3-5, #4; Atlas p.55,57,59&77) Time Needed:




EARTH/SPACE SCIENCE – THE DYNAMIC EARTH Common Curriculum Goal: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Content Standard: Explain and analyze changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth.

Benchmark Standard: Identify daily and seasonal weather changes.


Describe seasonal weather patterns

over a year’s time. Time Needed:

Understand that earthquakes and

volcanoes can affect the surface of the Earth.

Time Needed:

EARTH/SPACE SCIENCE – THE EARTH IN SPACE Common Curriculum Goal: Understand the Earth’s place in the solar system and the universe. Content Standard: Explain relationships among the Earth, sun, moon, and the solar system.

Benchmark Standard: Identify and trace the movement of objects in the sky.


Know that things on or near the

Earth are pulled toward it by the Earth’s gravity. (AAAS BSL 4B, 3-5, #1; Atlas p.43&51) Time Needed:




Understand that the moon orbits

around the Earth. Time Needed:

EARTH/SPACE SCIENCE – THE UNIVERSE Common Curriculum Goal: Describe natural objects, events, and processes outside the Earth, both past and present.


Recognize there are more stars in

the sky than anyone can easily count. (AAAS BSL 4A, K-2, #1; Atlas p.45,47&49) Time Needed:

Know that stars are not scattered

evenly and they are not always the same brightness and color. (AAAS BSL 4A, K-2, #1; Atlas p.45,47&49) Time Needed:




SCIENTIFIC INQUIRY – FORMING A QUESTION OR HYPOTHESIS Common Curriculum Goal: Formulate and express scientific questions or hypotheses to be investigated. Content Standard: Make observations. Formulate and express scientific questions or hypotheses to be investigated based on the observations.

Benchmark Standard: Make observations. Based on these observations, ask questions or

form hypotheses, which can be explored through simple investigations.


Make observations.

Time Needed:

Describe and compare things in

terms of their number, shape, texture, size, weight, color, and motion. (AAAS BSL 12D, K-2, #1; Atlas p.17,19,119&123) Time Needed:

Raise questions about the world

around the students. Time Needed:




Ask questions that can be explored

through simple investigations. Time Needed:

Form hypotheses.

Time Needed:

SCIENTIFIC INQUIRY – DESIGNING AN INVESTIGATION Common Curriculum Goal: Design safe and ethical scientific investigations to address questions or hypotheses. Content Standard: Design scientific investigations to address and explain questions or hypotheses.

Benchmark Standard: Plan a simple investigation.


Design and record some sequential

steps to help answer a question. Time Needed:




SCIENTIFIC INQUIRY – COLLECTING AND PRESENTING DATA Common Curriculum Goal: Conduct procedures to collect, organize, and display scientific data. Content Standard: Collect, organize, and display scientific data.

Benchmark Standard: Collect data from an investigation.


Write simple observations.

Time Needed:

Collect data.

Time Needed:

Record data on provided format.

Time Needed:




Transfer data from a table to a

provided graph. Time Needed:

Understand that numbers and

shapes—and operations on them—help to describe and predict things about the world around us. (AAAS BSL 2C, 3-5, #1; Atlas p.27,29,115&117) Time Needed:

SCIENTIFIC INQUIRY – ANALYZING AND INTERPRETING RESULTS Common Curriculum Goal: Analyze scientific information to develop and present conclusions. Content Standard: Analyze scientific information to develop and present conclusions.

Benchmark Standard: Use the data collected from an investigation to explain the results.


Use data from a chart or graph to

answer questions. Time Needed:




Summarize data from a chart or

graph. Time Needed:

UNIFYING CONCEPTS AND PROCESSES Common Curriculum Goal: Understand that any collection of things that have an influence on one another can be thought of as a system.


Recognize and diagram the parts of

a system. Time Needed:

UNIFYING CONCEPTS AND PROCESSES Common Curriculum Goal: Understand that a model is a tentative scheme or structure with explanatory power.


Compare objects, drawings, and constructions to the real things they represent.

Time Needed:




UNIFYING CONCEPTS AND PROCESSES Common Curriculum Goal: Understand that both patterns of change and stability are important in the natural world.


Describe examples of change over

time. Time Needed:

Know that sometimes changing one

thing causes changes in something else. In some situations, changing the same thing in the same way usually has the same result. (AAAS BSL 9B, K-2, #2; Atlas p.121&125) Time Needed:

Describe how some things change

and some things remain the same. Time Needed:




UNIFYING CONCEPTS AND PROCESSES Common Curriculum Goal: Understand that changes in scale influence the characteristics, properties and relationships within a system.


Compare the largest and smallest

possible size for a variety of objects, (e.g., cars, birds, buildings, flowers). Time Needed:

HISTORY AND NATURE OF SCIENCE Common Curriculum Goal: Understand that science is a human endeavor practiced by individuals from many different cultures.


Identify different types of science

carried out by different groups of people (e.g., geologists, oceanographers, biologists, chemists). Time Needed:

Understand that describing things as

accurately as possible is important in science because it enables people to compare their observations with those of others. (AAAS BSL 1B, 3-5, #3; Atlas p.17,21&23) Time Needed:




HISTORY AND NATURE OF SCIENCE Common Curriculum Goal: Understand that scientific knowledge distinguishes itself through the use of empirical standards, logical arguments, and skepticism.


Distinguish between observations

and inferences.

Time Needed:

Ask questions about the world

around the student. “How do you know?” in appropriate situations and attempt reasonable answers when others ask them the same question. (AAAS BSL 12E, 3-5, #1; Atlas p.17) Time Needed:

SCIENCE AND SOCIAL PERSPECTIVE Common Curriculum Goal: Describe the role of science and technology in local, national, and global issues.


Know that people, alone or in

groups, are always inventing new ways to solve problems and get work done. The tools and ways of doing things that people have invented affect all aspects of life. (AAAS BSL 3C, K-2, #1; Atlas p.37) Time Needed:




SCIENCE AND SOCIAL PERSPECTIVE Common Curriculum Goal: Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies.


Understand that people are always

inventing new ways to solve problems. Sometimes these solutions may create new problems. (AAAS BSL 3C, 3-5, #5; Atlas p.39) Time Needed:

Understand that technologies often

have drawbacks as well as benefits. A technology that helps some people or organisms may hurt others—either deliberately (as weapons can) or inadvertently (as pesticides can). When harm occurs or seems likely, choices have to be made or new solutions found. (AAAS BSL 3C, 3-5, #5; Atlas p.39) Time Needed:

Understand that the solution to one

problem may create other problems. (AAAS BSL 3B, 3-5, #3; Atlas p.39) Time Needed:




SCIENCE AND SOCIAL PERSPECTIVE Common Curriculum Goal: Explain risks and benefits in personal and community health from a science perspective.


Give examples in which scientific

developments help keep us safe. Time Needed:

SCIENCE AND TECHNOLOGY Common Curriculum Goal: Understand the relationship that exists between science and technology.


Describe tools that are used to

observe, measure, and make things (e.g., hammer, stopwatch, hand lens, and screwdriver). Time Needed:

SCIENCE AND TECHNOLOGY Common Curriculum Goal: Understand the process of technological design to solve problems and meet needs.


Make something out of paper,

cardboard, wood, plastic, metal, or existing objects that can actually be used to perform a task (e.g., clay boat, paper airplane, pinwheel). (AAAS BSL 12C, K-2, #3; Atlas p.33&133) Time Needed:



District’s Approach to Connections Between CCGs This chart helps identify connections between the traditional scientific subjects (Physical, Life, Earth/Space) and conceptual processes (Unifying Concepts and Processes, History and Nature of Science, Science and Social Perspectives, Science and Technology). Note: Scientific Inquiry is a third dimension (not shown on this chart). This chart provides only one two-dimensional model for identifying connections.

Unifying Concepts and Processes History and Nature of Science Science and Social Perspective

Science and Technology

CCG System Model Patterns of

Change and

Stability

Scale Science as a

Human Endeavor

Scientific Knowledge is Subject to

Change

Empirical Standards,

Logical Arguments, Skepticism

Role of Science

in Issues

Daily Choices

Risks and

Benefits

Science and

Tech-nology

Techno-logical Design

Physical Science

Matter: Structure and Properties

Matter: Changes F orce

Energy Life Science

Organisms Heredity Diversity/

Interdependence

Earth/Space Science

Dynamic Earth: Properties and Availability of

Materials

Dynamic Earth: Structure of Earth

System

Dynamic Earth: Changes

The Earth in Space

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