ERIC ED483515: Oregon Standards, 2004-2005 School Year.

2004·0.62 MB·English

by  ERIC

(cid:1)(cid:2)(cid:3)(cid:4)(cid:5)(cid:6)(cid:7)(cid:8)(cid:9)(cid:10)(cid:6)(cid:11)(cid:10)(cid:2)(cid:11)(cid:12)
Section A
Oregon Department of Education 2004-05 School Year
Message from Susan Castillo
The last several The last several years have also been Oregon’s content standards both in page 24C. I encourage you to use this
years have challenging for the Oregon Depart- print and on our website as you make as another tool during a time where
delivered ment of Education. When I first school and district classroom and collaboration is essential.
Oregon’s schools, entered office in January 2003, it was curriculum plans.
This new school year will likely
districts and clear we needed to make some signifi-
While the goal of statewide standards present obstacles unknown to us now,
communities cant internal changes in how we do
is to create consistency, the State but it will also present us with a new
some great business. So over the last year we have
Board of Education does make window of opportunity to renew our
challenges. Your been in the process of restructuring
amendments as necessary to ensure focus and strengthen our partnership.
schools have had around how best to meet the needs of
you have the tools you need to help Oregon’s teachers have one of the
growing diversity districts, schools, students, and the
Oregon’s students learn what they most important jobs in society, and
and growing class public—while also streamlining our
need to know and do. It is important our most important job is to support
sizes while investment levels haven’t operational structure in order to
to note the additions and amendments you so that together we can and will
kept up with that demand. Our maximize our performance at a
adopted for the 2004-05 school year, deliver the results we all want: every
expectations for all students continue minimized cost.
which are outlined in the cover story, student, every day—a success.
to increase as we move beyond the
We have reduced top management by “What’s New.” If the State Board of
goal of universal access to the goal of
15% and have clearly identified our Education adopts new standards or
universal proficiency. And on top of
role around three core functions: amends current standards during the
these challenges you have been forced
to work with uncertain budgets that accountability, leadership, and school school year, we will notify your district INSIDE
improvement. This reorganization superintendent immediately and make
fluctuate during the middle of a
continues as a work in progress, but the updated material available on our Section A
school year while the demands of your
already the result is a more focused website (www.ode.state.or.us).
job remain consistent—helping all
agency better prepared to support you CAREER-RELATED
students meet Oregon’s high stan-
One of our central roles is to support
in your efforts to meet the needs of all LEARNING
dards. . . . . .31
you so you can focus on helping our
students. STANDARDS
children prepare for success as stu-
Even with these challenges, it is
The Oregon Standards is an example of dents and as adults. That means being COMMON
because of your unwavering dedica-
the kind of support we are committed available to you by phone or e-mail CURRICULUM
tion and commitment to Oregon’s
to providing in our pursuit of account- about Oregon Standards, curriculum GOALS IN HEALTH
children that student achievement has . . .32
AND TECHNOLOGY
ability, leadership and school im- alignment, professional development
continued on an upward trend, drop
provement. This tool is published opportunities, budgeting, communica-
out rates have continued on a down- CONTENT AND
annually, at no cost to you or your tions and public relations, or any
ward trend, and we continue to meet PERFORMANCE
district, to ensure you have access to other issue we can serve as a resource.
the needs of more students so we can STANDARDS
the most updated information about A list of Department specialists is on . . . . . . . . .2
close the achievement gap. ■ Science
. . . .10
■ Social Sciences
What’s New in 2004-05 . . . . . . . .22
■ The Arts
. .24
■ Second Languages
The Oregon Standards newspaper is Endorse- . .26
■ Physical Education
undergoing some changes in response ments in
to your feedback. These changes are social
PERFORMANCE
both in structure and in content. Your sciences, the . . . . .28
STANDARDS
comments and feedback in this arts, second
process are always greatly appreciated, languages,
Section B
and can be directed to Kathleen physical
Vanderwall at kathleen.vanderwall@ education,
ENGLISH LANGUAGE
state.or.us or at 503-378-3600 and health
ARTS GRADE-LEVEL
ext. 2288. (page 30A), FOUNDATIONS
. . . . . .2
& STANDARDS
A summary of the changes are as
The inclu-
follows: sion of the ENGLISH LANGUAGE
Grade 4 and PROFICIENCY
An excerpt of the English-
Grade 7 STANDARDS (EXCERPT)
language Proficiency (ELP) . . .34
Performance READING GRADE 3
Standards is available on pages
Standards for writing (pages 28A In addition to these changes, content
34-40 of Section B in this docu-
Section C
and 29A), standards for Health will be adopted
ment. The entire ELP Standards
are available as a portable docu- by the State Board of Education after . .23
CIM/CAM/Diploma
The addition of information on the publication deadline for this
ment format (PDF), as a rich text
the Oregon Department of document. Those can be accessed at . . . . . . 1
format (RTF), and as a Word GLOSSARY
Education website (page 1B), www.ode.state.or.us/teachlearn/
document on the Oregon Depart-
standards/newspaper/links/. MATHEMATICS
ment of Education website at
The inclusion of the Proficiency- GRADE-LEVEL
www.ode.state.or.us/teachlearn/
based Admission Standards No changes have been made to the FOUNDATIONS
standards/newspaper/links/, . . . . . .2
(PASS) with the English/language content standards for science, social & STANDARDS
The inclusion of implementation arts and mathematics grade-level sciences, the arts, second languages, . . . . . .24
RESOURCES
information for Subject Area standards. and physical education.
Student accountability on statewide
SCIENCE
assessments for these standards
began 2002-03.
AAAAAdddddooooopppppttttteeeeeddddd AAAAAppppprrrrriiiiilllll 22222000000000011111
Science is the rational and systematic observation, identification, description, experimental investigation,
and theoretical explanation of natural events. The interrelated areas of scientific study attempt to answer questions about the physical and living universe.
PHYSICAL SCIENCE: Understand structures and properties of matter and changes that occur in the physical world.
COMMON
CONTENT BENCHMARK 1 BENCHMARK 2 BENCHMARK 3 PASS
CURRICULUM CIM*/CAM
STANDARDS (GRADE 3) (GRADE 5) (GRADE 8) CRITERIA
GOALS
MATTER
Understand structure and Understand structure and Describe objects Identify substances as Compare properties of Describe properties of Know and apply
properties of matter. properties of matter. according to their they exist in different specific substances. elements and their fundamental concepts of
physical properties. states of matter. relationship to the the physical sciences.
periodic table.
Understand and
Distinguish among solids, Describe how to measure Explain atoms and their base correctly use essential
liquids, and gases. characteristic properties components (protons, neutrons, principles, organizations,
including boiling and melting and electrons) as a basis for all concepts, terminology,
Identify unique properties of
points, solubility, and density. matter. and notations from a
each state of matter.
field of science.
Recognize that substances may Read and interpret the periodic
be grouped by their physical table, recognizing the Use information, skills,
properties. relationship of the chemical and
and investigative
physical properties of the
Use the concept of density to processes employed in a
elements to their position on the
evaluate which objects will float field of science.
periodic table.
or sink in water.
Investigate, through
Recognize that the historical
research and inquiry,
development of atomic theory
demonstrates how scientific important principles,
knowledge changes over time, theories, and relation-
and how those changes have had ships from a field of
an impact on society. science.
Understand chemical Describe and analyze Describe changes that Describe the ability of Compare physical and Analyze the effects of
and physical changes. chemical and physical occur in matter. matter to change state chemical changes. various factors on
changes. by heating and cooling. physical changes and
chemical reactions.
Recognize that heating and Distinguish between examples of Describe how transformations
cooling cause changes in states chemical changes and physical among solids, liquids, and
of matter. changes. gases occur (change of state).
Identify changes in states of Describe processes that will Identify factors that can
matter seen in the environment. separate the components of influence change of state,
physical mixtures. including temperature,
pressure, and concentration.
Describe events that accompany
chemical changes, but not Describe chemical reactions in
physical changes. terms of reactants and
products.
Explain how our understanding
of the nature of matter and Describe the factors that affect
chemical reactions has changed the rate of chemical reactions.
over time.
Recognize examples that show
when substances combine or
break apart in a chemical
reaction, the total mass
remains the same
(conservation of mass).
FORCE
Understand fundamen- Describe fundamental Describe an object’s Describe and compare Explain interactions Describe and explain the
tal forces, their forms, forces and the motions position and how to the motion of objects. between force and matter effects of multiple forces
and their effects on resulting from them. affect its movement. and relationships among acting on an object.
motion. force, mass, and motion.
Recognize and describe the Recognize and describe the Understand and apply the
motion of an object in terms of motion of an object based on its relationship F=ma in situations
one or more forces acting on it. mass and the force exerted on it. in which one force acts on an
object.
Predict the change in direction
or speed of an object by Recognize that equal and opposite
changing the forces acting on it. forces occur when one object
exerts a force on another.
Explain inertia.
Describe the forces acting on an
object, based on the motion of
that object.
Identify examples of mag- Recognize that every ob- Recognize that gravity is
netism and gravity exert- ject exerts gravitational a universal force.
ing force on an object. force on every other ob-
ject.
Recognize that magnets attract Describe the effect of Describe the relationship of
and repel each other and other gravitational force on objects at mass and distance to
materials. the Earth’s surface. gravitational force.
Recognize that things on or near
Earth are pulled toward it by
Earth’s gravity.
Page 2A Oregon Standards — 2004–05 School Year Oregon Department of Education
Italicized text defines eligible content that may appear on 2004-05 Oregon Statewide Assessments. *District accountability is based on CIM assessment results from grade 10 students.
Student accountability on statewide
SCIENCE
assessments for these standards
began 2002-03.
AAAAAdddddooooopppppttttteeeeeddddd AAAAAppppprrrrriiiiilllll 22222000000000011111
PHYSICAL SCIENCE: (Continued)
COMMON
CONTENT BENCHMARK 1 BENCHMARK 2 BENCHMARK 3 PASS
CURRICULUM CIM*/CAM
STANDARDS (GRADE 3) (GRADE 5) (GRADE 8) CRITERIA
GOALS
ENERGY
Understand energy, its Explain and analyze the Identify common types Identify forms of various Compare forms and Describe differences and (See previous page)
transformations, and interaction of energy and uses of energy. types of energy and their behaviors of various similarities between
interactions with matter. and matter. effects on matter. types of energy. kinds of waves, includ-
ing sound, seismic, and
electromagnetic, as a
means of transmitting
energy.
Identify various forms of energy Distinguish between the forms Recognize that waves of all
including heat, light, sound, and of energy including heat, kinds have energy that can be
electricity. chemical, mechanical, and transferred when the waves
gravitational potential energy. interact with matter.
Apply the concepts of
frequency, wavelength,
amplitude, and energy to
electromagnetic and mechanical
waves.
Describe examples of Describe and explain Describe and analyze
energy transfer. various energy transfers examples of conserva-
and resulting transfor- tion of energy.
mations.
Identify the direction of heat Trace the flow of energy Recognize that heat energy is a
transfer on a diagram showing transformations in a system. by-product of most energy
objects at different transformations.
Explain the principle that energy
temperatures.
is conserved, neither created nor Describe ways in which energy
Identify ways to produce heat destroyed. can be transferred, including
including light, burning, chemical reactions, nuclear
Identify how technological
electricity, friction, and as a by- reactions, and light waves.
advances have changed
product of mechanical and
humankind’s use of energy. Explain the difference between
electrical machines.
potential and kinetic energy.
Identify examples of energy
Analyze the flow of energy
transfer in the environment.
through a system by applying the
law of conservation of energy.
LIFE SCIENCE: Understand structure, functions, and interactions of living organisms and the environment.
CCOOMMMMOONN
CONTENT BENCHMARK 1 BENCHMARK 2 BENCHMARK 3 PASS
CCUURRRRIICCUULLUUMM CIM*/CAM
STANDARDS (GRADE 3) (GRADE 5) (GRADE 8) CRITERIA
GGOOAALLSS
ORGANISMS
Understand the charac- Describe the characteris- Recognize characteristics Group or classify Know and apply
teristics, structure, and tics, structure, and that are similar and organisms based on a fundamental concepts of
functions of organisms. functions of organisms. different between variety of characteristics. the life sciences.
organisms.
Understand and
Classify a variety of living things correctly use essential
into groups using various principles, organizations,
characteristics.
concepts, terminology,
and notations from a
Describe the function of Describe and explain the
field of science.
organ systems. relationship and
interaction of organ Use information, skills,
systems. and investigative
processes employed in a
Classify organs by the system to Identify organ systems at work field of science.
which they belong. during a particular activity and
describe their effect on each Investigate, through
other. research and inquiry,
important principles,
theories, and relation-
ships from a field of
science.
Oregon Department of Education Oregon Standards — 2004–05 School Year Page 3A
Italicized text defines eligible content that may appear on 2004-05 Oregon Statewide Assessments. *District accountability is based on CIM assessment results from grade 10 students.
Student accountability on statewide
SCIENCE
assessments for these standards
began 2002-03.
AAAAAdddddooooopppppttttteeeeeddddd AAAAAppppprrrrriiiiilllll 22222000000000011111
LIFE SCIENCE: (Continued)
COMMON
CONTENT BENCHMARK 1 BENCHMARK 2 BENCHMARK 3 PASS
CURRICULUM CIM*/CAM
STANDARDS (GRADE 3) (GRADE 5) (GRADE 8) CRITERIA
GOALS
Describe the basic needs Describe basic plant and Describe and explain the Describe, explain, and
of living things. animal structures and structure and functions compare the structure
their functions. of an organism in terms and functions of cells in
(See previous page)
of cells, tissues, and organisms.
organs.
Associate specific structures Identify differences and Describe how biological systems
with their functions in the similarities between plant and can maintain equilibrium
survival of the organism. animal cells. (homeostasis).
Recognize how structural Identify unique structures in
differences among organisms at cells from plants, animals, and
the cellular, tissue, and organ prokaryotes.
level are related to their habitat
Identify cell organelles and state
and life requirements.
how their activities contribute to
Identify photosynthesis as the a particular type of cell carrying
process by which plants use the out its functions.
energy from light to make sugars
Explain the role of the cell
out of carbon dioxide and
membrane in cell transport.
water, and that this food can be
used immediately for fuel or Distinguish between active and
materials or it may be stored for passive transport, including
later use. diffusion and osmosis,
explaining the mechanics of
Explain how our understanding
each.
of cells and microbes has
changed over time. Describe photosynthesis as a
chemical process and part of the
carbon cycle.
Explain how the development of
tools and technology, including
microscopes, has aided in the
understanding of cells and
microbes.
HEREDITY
Understand the trans- Understand the transmis- Describe how related Describe the life cycle of Describe how the traits Explain laws of heredity
mission of traits in living sion of traits in living plants and animals have an organism. of an organism are and their relationship to
things. things. similar characteristics. passed from generation the structure and
to generation. function of DNA.
Describe the life cycle of Distinguish between asexual Describe the structure of DNA
common organisms. and sexual reproduction. and the way that DNA
functions to control protein
Recognize that organisms are Identify traits inherited through
synthesis.
produced by living organisms of genes and those resulting from
similar kind, and do not appear interactions with the Recognize and understand the
spontaneously from inanimate environment. differences between meiosis and
materials. mitosis in cellular reproduction.
Use simple laws of probability
to predict patterns of heredity Recognize that changes in DNA
with the use of Punnett squares. (mutations) and anomalies in
chromosomes create changes in
Explain how our understanding
organisms.
of heredity has changed over
time. Apply concepts of inheritance of
traits, including Mendel’s laws,
Punnett squares, and pedigrees,
to determine the characteristics
of offspring.
Recognize the existence of
technology that can alter and/or
determine inherited traits.
Page 4A Oregon Standards — 2004–05 School Year Oregon Department of Education
Italicized text defines eligible content that may appear on 2004-05 Oregon Statewide Assessments. *District accountability is based on CIM assessment results from grade 10 students.
Student accountability on statewide
SCIENCE
assessments for these standards
began 2002-03.
AAAAAdddddooooopppppttttteeeeeddddd AAAAAppppprrrrriiiiilllll 22222000000000011111
LIFE SCIENCE: (Continued)
COMMON
CONTENT BENCHMARK 1 BENCHMARK 2 BENCHMARK 3 PASS
CURRICULUM CIM*/CAM
STANDARDS (GRADE 3) (GRADE 5) (GRADE 8) CRITERIA
GOALS
DIVERSITY/
INTERDEPENDENCE
Understand the relation- Explain and analyze the Describe a habitat and Describe the relation- Identify and describe the Describe and analyze the (See previous page)
ships among living interdependence of the organisms that live ship between character- factors that influence or effect of species,
things and between organisms in their there. istics of specific habitats change the balance of including humans, on an
living things and their natural environment. and the organisms that populations in their ecosystem.
environments. live there. environment.
Use drawings or models to Identify that sunlight is the Predict outcomes of changes in
represent a series of food chains major source of energy in most resources and energy flow in an
for specific habitats. ecosystems and that energy then ecosystem.
passes from organism to
Identify the producers, Explain how humans and other
organism in food webs.
consumers, and decomposers in species can impact an
a given habitat. Identify populations of ecosystem.
organisms within an ecosystem
Recognize how all animals Explain how the balance of
by the function that they serve.
depend upon plants whether or resources will change with the
not they eat the plants directly. Differentiate between introduction or loss of a new
relationships among organisms species within an ecosystem.
Explain the relationship between
including predator-prey,
animal behavior and species
producer-consumer, and
survival.
parasite-host.
Describe the living and
Explain the importance of niche
nonliving resources in a specific
to an organism’s ability to avoid
habitat and the adaptations of
direct competition for resources.
organisms to that habitat.
Describe and analyze Identify how some Describe how adapta- Describe and explain the Analyze how living
diversity of species, animals gather and store tions help a species theory of natural things have changed
natural selection, and food, defend themselves, survive. selection as a mecha- over geological time,
adaptations. and find shelter. nism for evolution. using fossils and other
scientific evidence.
Describe changes to the Identify and explain how Recognize that, over time,
environment that have caused random variations in species can natural selection may result in
the population of some species be preserved through natural development of a new species or
to change. selection. subspecies.
Identify conditions that might Describe how animal and plant Recognize that natural selection
cause a species to become structures adapt to and its evolutionary
endangered or extinct. environmental change. consequences provide an
explanation for the fossil record
as well as an explanation for the
molecular similarities among
varied species.
Explain how biological
evolution can account for the
diversity of species developed
over time.
Explain the relationship between
genetics, mutations, and
biological evolution.
Explain how our understanding
of evolution has changed over
time.
Oregon Department of Education Oregon Standards — 2004–05 School Year Page 5A
Italicized text defines eligible content that may appear on 2004-05 Oregon Statewide Assessments. *District accountability is based on CIM assessment results from grade 10 students.
Student accountability on statewide
SCIENCE
assessments for these standards
began 2002-03.
AAAAAdddddooooopppppttttteeeeeddddd AAAAAppppprrrrriiiiilllll 22222000000000011111
EARTH AND SPACE SCIENCE: Understand physical properties of the Earth, how those properties change, and the Earth’s relationship to other celestial bodies.
COMMON
CONTENT BENCHMARK 1 BENCHMARK 2 BENCHMARK 3 PASS
CURRICULUM CIM*/CAM
STANDARDS (GRADE 3) (GRADE 5) (GRADE 8) CRITERIA
GOALS
THE DYNAMIC
EARTH
Understand the proper- Identify the structure of Recognize physical Identify properties and Recognize that Earth Describe how the Know and apply
ties and limited avail- the Earth system and the differences in Earth uses of Earth materials. materials are limited, importance and use of fundamental concepts of
ability of the materials availability and use of materials. and explore strategies for resources has changed the earth and space
which make up the the materials that make addressing this problem. over time with changes sciences.
Earth. up that system. in economic and
Understand and
technological systems.
correctly use essential
principles, organizations,
Recognize that Earth materials Identify ways in which various Predict consequences of
concepts, terminology,
are used in different ways based resources can be recycled and increased consumption of
and notations from a
on differences in their physical reused. renewable and non-renewable
and chemical properties. resources. field of science.
Recognize that soils vary in Use information, skills,
color, texture, components, and investigative
reaction to water, and ability to processes employed in a
support the growth of plants. field of science.
Recognize that the supply of Investigate, through
many resources is limited, and
research and inquiry,
that resources can be extended
important principles,
through recycling and decreased
theories, and relation-
use.
ships from a field of
Recognize that discarded science.
products contribute to the
problem of waste disposal.
Understand changes Explain and analyze Identify daily and Describe patterns of Explain the water cycle Analyze the relationship
occurring within the changes occurring seasonal weather seasonal weather. and its relationship to between global energy
lithosphere, hydro- within the lithosphere, changes. weather and climatic transfer and climate.
sphere, and atmosphere hydrosphere, and patterns.
of the Earth. atmosphere of the Earth.
Describe weather in measurable Explain the water cycle. Describe the effect of various
quantities including gases in the atmosphere on the
Identify factors that cause or
temperature, wind direction, amount of energy retained by
affect weather patterns.
wind speed, and precipitation. the Earth system.
Identify factors that affect the
Interpret data over a period of Describe how solar radiation
rate of evaporation,
time and use information to and the amount that reaches
condensation, and cloud
describe changes in weather Earth is affected by stratospheric
formation.
from day to day, week to week, ozone.
and season to season. Identify the difference between
Describe how differential
weather and climate.
heating of the Earth’s surface,
Explain how geography affects atmosphere, and oceans
climate. produces wind and ocean
currents.
Identify causes of Earth Describe the Earth’s Analyze evidence of
surface changes. structure and how it ongoing evolution of the
changes over time. Earth system.
Identify effects of wind and Recognize the solid Earth is Describe methods of determining
water on Earth materials using layered with a lithosphere, a hot ages of rocks and fossils.
appropriate models. convecting mantle, and a dense
Use rock sequences and fossil
metallic core.
Identify effects of rapid changes evidence to determine geologic
on Earth’s surface features Identify the processes that result history.
including earthquakes and in different kinds of landforms.
Describe and analyze theories of
volcanoes.
Identify factors affecting water Earth’s origin and early history
flow, soil erosion, and deposition. using scientific evidence.
Give examples of landform Describe how earthquakes,
changes that occur at different volcanic eruptions, mountain
rates. building, and continental
movements result from slow
Describe the evidence for and
plate motions.
the development of the theory of
plate tectonics. Describe how the evolution of
life caused dramatic changes in
Explain the rock cycle in terms
the composition of the Earth’s
of constructive (crustal
atmosphere, which did not
deformation, volcanic eruption,
originally contain oxygen.
and sediment deposition) and
destructive (weathering and Identify how volcanic eruptions
erosion) forces in land formation. and impacts of huge rocks from
space can cause widespread
Describe that the total amount
effects on climate.
of Earth material stays the same
as its forms change in the rock
cycle.
Page 6A Oregon Standards — 2004–05 School Year Oregon Department of Education
Italicized text defines eligible content that may appear on 2004-05 Oregon Statewide Assessments. *District accountability is based on CIM assessment results from grade 10 students.
Student accountability on statewide
SCIENCE
assessments for these standards
began 2002-03.
AAAAAdddddooooopppppttttteeeeeddddd AAAAAppppprrrrriiiiilllll 22222000000000011111
EARTH AND SPACE SCIENCE: (Continued)
COMMON
CONTENT BENCHMARK 1 BENCHMARK 2 BENCHMARK 3 PASS
CURRICULUM CIM*/CAM
STANDARDS (GRADE 3) (GRADE 5) (GRADE 8) CRITERIA
GOALS
THE EARTH IN
SPACE
Understand the Earth’s Explain relationships Identify and trace the Describe the Earth’s Explain the relationship Explain how mass and (See previous page)
place in the solar system among the Earth, sun, movement of objects in place in the solar system of the Earth’s motion to distance affect the
and the universe. moon, and the solar the sky. and the patterns of the day, season, year, interaction between
system. movement of objects phases of the moon, and Earth and other objects
within the solar system eclipses. in space.
using pictorial models.
Describe Earth’s position and Explain the relationship between Recognize that the sun’s
movement in the solar system. the cycle of seasons and the tilt gravitational pull holds the
of the Earth on its axis. Earth and other planets in their
Recognize that the rotation of
orbits, just as the planets’
the Earth on its axis every 24
gravitational pull keeps their
hours produces the night-and-
moons in orbit around them.
day cycle.
Explain that the force of gravity
between Earth and other objects
in space depends only upon their
masses and the distances
between them.
THE UNIVERSE
Describe natural objects,
events, and processes
outside the Earth, both
past and present.
SCIENTIFIC INQUIRY: Use interrelated processes to pose questions and investigate the physical and living world.
These standards are assessed through Oregon’s Official Scientific Inquiry Scoring Guides for the purpose of classroom work sample assessment.
COMMON
CONTENT BENCHMARK 1 BENCHMARK 2 BENCHMARK 3 PASS
CURRICULUM CIM*/CAM
STANDARDS (GRADE 3) (GRADE 5) (GRADE 8) CRITERIA
GOALS
FORMING THE
QUESTION/
HYPOTHESIS
Formulate and express Make observations. Make observations. Make observations. Ask Based on observations Based on observations Determine areas of
scientific questions or Formulate and express Based on these observa- questions or form and scientific concepts, and scientific concepts, inquiry, frame scientific
hypotheses to be scientific questions or tions, ask questions or hypotheses based on ask questions or form ask questions or form problems, and pose
investigated. hypotheses to be form hypotheses, which those observations, hypotheses that can be hypotheses that can be research questions and
investigated based on can be explored through which can be explored explored through answered or tested hypotheses involving
the observations. simple investigations. through scientific scientific investigations. through scientific scientific relationships.
investigations. investigations.
DESIGNING THE
INVESTIGATION
Design safe and ethical Design scientific Plan a simple investiga- Design a simple scien- Design a scientific Design a scientific Design scientific
scientific investigations investigations to address tion. tific investigation to investigation to answer investigation that investigations that use
to address questions or and explain questions or answer questions or test questions or test provides sufficient data precise and appropriate
hypotheses. hypotheses. hypotheses. hypotheses. to answer a question or methodology to address
test a hypothesis. questions, examine
scientific relationships,
and test hypotheses.
COLLECTING AND
PRESENTING DATA
Conduct procedures to Collect, organize, and Collect data from an Collect, organize, and Collect, organize, and Collect, organize, and Conduct scientifically
collect, organize, and display scientific data. investigation. summarize data from display sufficient data to display sufficient data to accepted procedures to
display scientific data. investigations. support analysis. facilitate scientific collect, organize, and
analysis and interpreta- display data.
tion.
Oregon Department of Education Oregon Standards — 2004–05 School Year Page 7A
Italicized text defines eligible content that may appear on 2004-05 Oregon Statewide Assessments. *District accountability is based on CIM assessment results from grade 10 students.
Student accountability on statewide
SCIENCE
assessments for these standards
began 2002-03.
AAAAAdddddooooopppppttttteeeeeddddd AAAAAppppprrrrriiiiilllll 22222000000000011111
SCIENTIFIC INQUIRY: (Continued)
COMMON
CONTENT BENCHMARK 1 BENCHMARK 2 BENCHMARK 3 PASS
CURRICULUM CIM*/CAM
STANDARDS (GRADE 3) (GRADE 5) (GRADE 8) CRITERIA
GOALS
ANALYZING AND
INTERPRETING
RESULTS
Analyze scientific Analyze scientific Use the data collected Summarize, analyze, and Summarize and analyze Summarize and analyze Analyze and interpret
information to develop information to develop from an investigation to interpret data from data including possible data, evaluating sources data and relationships,
and present conclusions. and present conclusions. explain the results. investigations. sources of error. Explain of error or bias. Propose evaluate investigations,
results and offer reason- explanations that are and develop supported
able and accurate supported by data and explanations.
interpretations and knowledge of scientific
implications. terminology.
P S
ERFORMANCE TANDARDS
BENCHMARK 1 (GRADE 3) MEET STANDARD EXCEED STANDARD
No State Test
BENCHMARK 2 (GRADE 5) MEET STANDARD EXCEED STANDARD
State Test (knowledge and skills) Score of 223 out of 300 Score 239 out of 300
Work Samples**
■ Minimum score in the Design- 4 5
ing and Collecting dimensions
■ Number of work samples 1 1
meeting standards required in
2004-05
■ Analyzing and Forming should
be scored but are not included
in the performance standard in
2004-05
BENCHMARK 3 (GRADE 8) MEET STANDARD EXCEED STANDARD
State Test (knowledge and skills) Score of 233 out of 300 Score 247 out of 300
Work Samples**
■ Minimum score in the Design- 4 5
ing, Collecting, and Analyzing
dimensions
■ Number of work samples 1 1
meeting standards required in
2004-05
■ Forming should be scored but is
not included in the perfor-
mance standard in 2004-05
CIM*/CAM MEET STANDARD EXCEED STANDARD
State Test (knowledge and skills) Score of 239 out of 300 Score 252 out of 300
Work Samples**
■ Minimum score in the Design- 4 5
ing, Collecting, and Analyzing
dimensions
■ Number of work samples 1 1
meeting standards required in
2004-05
■ Forming should be scored but is
not included in the perfor-
mance standard in 2004-05
**See scientific inquiry work sample implementation schedule, page 9A.
Page 8A Oregon Standards — 2004–05 School Year Oregon Department of Education
Italicized text defines eligible content that may appear on 2004-05 Oregon Statewide Assessments. *District accountability is based on CIM assessment results from grade 10 students.
SCIENCE
AAAAAdddddooooopppppttttteeeeeddddd AAAAAppppprrrrriiiiilllll 22222000000000011111
Instruction in the Common Curriculum Goals of Unifying
Concepts and Processes, History and Nature of Science, Science Oregon Scientific Inquiry Work Sample Implementation Schedule Adopted April 26, 2001
in Personal and Social Perspectives, and Science and Technol-
Scientific Inquiry Scoring Guides are composed of four dimensions:
ogy is required in all Oregon school districts; however, they are
not included on the statewide assessment except as specifically ■ Forming a Question or Hypothesis
Teachers are expected to provide instruction and classroom
indicated in the eligible content (italicized in print of preceding
■ Designing an Investigation assessment in all four dimensions of the scoring guide.
seven pages) in Earth/Space Science, Life Science, or Physical
However, only the dimensions indicated below must be
Science. ■ Collecting and Presenting Data
reported for school district work sample management.
■ Analyzing and Interpreting Results
UNIFYING CONCEPTS AND PROCESSES
Understand and apply major concepts and processes common to all
2003-04 2004-05 2005-06
sciences.
STUDENTS IN (2005-06 GRADUATES) (2006-07 GRADUATES) (2007-08 GRADUATES)
Common Curriculum Goals:
BENCHMARK 2 Report scores on one Report scores on two Report scores on three
■ Understand that any collection of things that have an
(Grades 4 and 5) dimension: dimensions: dimensions:
influence on one another can be thought of as a system.
Scored with the ■ Collecting ■ Designing ■ Designing
■ Understand that a model is a tentative scheme or structure
Benchmark 2 ■ Collecting ■ Collecting
with explanatory power.
Scoring Guide ■ Analyzing
■ Understand that both patterns of change and stability are
important in the natural world. Performance standard: Performance standard: Performance standard:
The Collecting dimension Both dimensions must have a Each dimension must have a
■ Understand that changes in scale influence the characteris-
must have a rating of 4 or rating of 4 or higher and rating of 4 or higher.
tics, properties, and relationships within a system.
higher. must be on the same work Designing and Collecting
PASS Criteria: sample. must be on the same work
Know and apply fundamental concepts that unify the sciences. sample. Analyzing may be on
a separate work sample.
HISTORY AND NATURE OF SCIENCE
Understand science as a human endeavor, the nature of scientific BENCHMARK 3 Report scores on two Report scores on three Report scores on four
knowledge, and the history of science as it relates to and clarifies (Grades 6, 7, and 8) dimensions: dimensions: dimensions:
scientific inquiries. Scored with the ■ Designing ■ Designing ■ Forming
Benchmark 3 ■ Collecting ■ Collecting ■ Designing
Common Curriculum Goals:
Scoring Guide ■ Analyzing ■ Collecting
■ Understand that science is a human endeavor practiced by
■ Analyzing
individuals from many different cultures.
Performance standard: Performance standard: Performance standard:
■ Understand that scientific knowledge is subject to change
Both dimensions must have a Each dimension must have a Each dimension must have a
based on new findings and results of scientific observation and
rating of 4 or higher on the rating of 4 or higher. rating of 4 or higher. Design-
experimentation.
same work sample. Designing and Collecting ing and Collecting must be on
■ Understand that scientific knowledge distinguishes itself must be on the same work the same work sample. Form-
through the use of empirical standards, logical arguments, and sample. Analyzing may be ing and Analyzing may be on
skepticism. on a separate work sample. the same or separate work
samples.
PASS Criteria:
Examine the work of scientists and the development of scien- CIM Report scores on two Report scores on three Report scores on four
tific theories or bodies of research. dimensions: dimensions: dimensions:
(Students working
Abstract and analyze scientific writings, theories, research, and toward a CIM) ■ Designing ■ Designing ■ Forming
arguments. Scored with the ■ Collecting ■ Collecting ■ Designing
CIM Scoring Guide ■ Analyzing ■ Collecting
SCIENCE IN PERSONAL AND
■ Analyzing
SOCIAL PERSPECTIVES
Understand that science provides a basis for understanding and Performance standard: Performance standard: Performance standard:
acting on personal and social issues. Both dimensions must have a Each dimension must have a Each dimension must have a
rating of 4 or higher on the rating of 4 or higher. rating of 4 or higher.
Common Curriculum Goals:
same work sample. Designing and Collecting Designing and Collecting
■ Describe the role of science and technology in local, national, must be on the same work must be on the same work
and global issues. sample. Analyzing may be on sample. Forming and
a separate work sample. Analyzing may be on the
■ Describe how daily choices of individuals, taken together,
same or separate work
affect global resource cycles, ecosystems, and natural resource
samples.
supplies.
■ Explain risks and benefits in personal and community health
from a science perspective.
PASS Criteria:
Evaluate scientific, social, or ethical implications of scientific
research and writings.
SCIENCE AND TECHNOLOGY
Understand the interconnections among science, technology,
and society.
Common Curriculum Goals:
■ Understand the relationship that exists between science and
technology.
■ Understand the process of technological design to solve
problems and meet needs.
Oregon Department of Education Oregon Standards — 2004–05 School Year Page 9A
Student accountability for these content
SOCIAL SCIENCES
standards began in 2003-04 for Social
Sciences Subject Area Endorsement.
AAAAAdddddooooopppppttttteeeeeddddd AAAAAppppprrrrriiiiilllll 22222000000000011111
The study of the social sciences (civics, economics, geography, and history) prepares students for responsible citizenship. It
enables students to evaluate historical and contemporary issues, understand global relationships, and make connections between past, present, and future.
CIVICS AND GOVERNMENT: Understand and apply knowledge about government and political systems, and the rights and responsibilities of citizens.
COMMON
CONTENT BENCHMARK 1 BENCHMARK 2 BENCHMARK 3 PASS
CURRICULUM CIM
STANDARDS (GRADE 3) (GRADE 5) (GRADE 8) CRITERIA
GOALS
Understand the origins, Understand the purposes Identify essential ideas Identify essential ideas Understand the purposes Understand the purpose Understand the
purposes, and functions of government and the and values expressed in of our republican form of of government as stated of laws and government, philosophy and prin-
of U.S. government, basic constitutional national symbols, government as expressed in the Constitution and provisions to limit ciples upon which the
including the structure principles of the United heroes, and patriotic in the Declaration of the specific provisions power, and the ability to government of the
and meaning of the U.S. States republican form songs of the United Independence and the that limit the power of meet changing needs as United States is based.
Constitution. of government. States. Constitution. government in order to essential ideas of the
protect the rights of Constitution.
individuals.
Know the concept of “rule of Distinguish the purposes of Understand the “supremacy
law.” government as stated in the clause” of the U.S.
Preamble. Constitution as a means of
resolving conflicts between state
Understand how the power of
and federal law.
government is limited in the
United States. Understand the concept of
judicial review as a means of
Recognize the provisions of the
resolving conflict over the
Bill of Rights (Amendments 1-
interpretation of the
10) that protect individual
Constitution and the actions of
rights.
government.
Understand how to amend the
U.S. Constitution and the
Oregon Constitution, including
how amendments may be
introduced, what is required for
passage, and how the process
accommodates changing needs
and the preservation of values
and principles.
Understand the organi- Understand the respon- Identify the primary Identify and distinguish Understand the interre- Apply understanding of
zation, responsibilities, sibilities and interrela- functions of federal, how powers and respon- lationship between the interrelationships
and interrelationships of tionships of local, state, state, and local govern- sibilities are distributed local, state, and federal among the structures
local, state, and federal and national govern- ments. and balanced among the government. and functions of the
governments in the ment in the U.S. federal, state, and local U.S. Constitution.
United States. levels.
Identify public safety, Identify the power and/or Understand the primary
transportation, education, and responsibility of each level of function of federal, state, and
recreation as responsibilities of government. local levels of government and
local governments. how the actions of one influence
Understand how laws are made
the workings of the others.
Know how laws are made. and enforced at the federal,
state, and local levels. Understand how federalism
creates shared and reserved
powers at each level of
government.
Understand the roles of Understand the roles and Understand the roles Understand the powers Understand how the
the three branches of powers of the executive, and responsibilities of of each branch of branches of government
government and explain legislative, and judicial the three branches of government as stated in have powers and
how their powers are branches. government. the Constitution. limitations.
distributed and shared.
Name and distinguish the Understand the basic idea of Understand how laws are
primary function of each branch checks and balances of each developed and applied to provide
of government at the federal and branch of the federal order, set limits, protect basic
state levels. government. rights, and promote the common
good.
Identify the legislative,
executive, and judicial Understand the process by
institutions at each level of which laws are developed at the
government. federal level, and key differences
between how laws are developed
Understand the powers and
at the federal level and in
responsibilities of the executive
Oregon.
branch of government.
Identify and understand the
Understand how courts are
powers and limits to power of
organized by level and
the Presidency.
jurisdiction, and that law is
divided into Constitutional
Law, criminal law, and civil
law.
Page 10A Oregon Standards — 2004–05 School Year Oregon Department of Education
Italicized text defines eligible content that may appear on 2004-05 Oregon Statewide Assessments.