Oregon Standards

The STANDARDS CORRELATION chart suggests which Oregon Standards you can cover using PASSPORT TO THE RAINFOREST in your classroom. We hope you will discover additional standards you can use. These are the ones our Instructional Materials Development team felt most directly related to the activities contained in PASSPORT TO THE RAINFOREST.

For additional Oregon Standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:

PASSPORT TO ANTARCTICA

PASSPORT TO THE SOLAR SYSTEM

PASSPORT TO WEATHER AND CLIMATE

LIVE FROM THE SUN/LIVE FROM THE AURORA

LIVE FROM MARS 2001/2002

LIVE FROM A BLACK HOLE/LIVE FROM THE EDGE OF SPACE AND TIME

Grade Three,   Grade Five,   Grade Eight,   Grade Ten,   PASS

Unifying Concepts and Processes

Common Curriculum Goals

Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.

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Apply explanatory concepts of model, system, theory, probability, and replication.

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Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.

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Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.

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Note: Applies to all content standards in unifying concepts and processes.

Grade 3 Benchmarks

Content Standard
Use concepts and processes of: Change, constancy, and measurement

Students will:

 

Identify examples of change.

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Arrange parts of a cycle.

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Content Standard
Use concepts and processes of: Systems, order, and organization

Students will:

 

Recognize and diagram the parts of a system.

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Content Standard
Use concepts and processes of: Evidence, models, and explanation

Students will:

 

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

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Content Standard
Use concepts and processes of: Evolution and equilibrium

Students will:

 

Identify examples of change over time.

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Describe how some things change and some things remain the same.

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Content Standard
Use concepts and processes of: Structure and function.

Students will:

 

Identify structures that serve different functions.

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Physical Science
Common Curriculum Goals
Energy
Understand the interactions of energy and matter.
Content Standard
Explain the interaction of energy and matter.

Students will:

 

Identify common types and uses of energy.

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Life Science
Common Curriculum Goals
Organisms
Understand the characteristics, structure, and functions of organisms.
Content Standard
Describe the characteristics, structure, and functions of organisms.

Students will:

 

Classify organisms based on a variety of characteristics.

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Common Curriculum Goals
Heredity
Understand the transmission of traits in living things.
Content Standard
Describe the transmission of traits in living things.

Students will:

 

Describe how related plants and animals have similar characteristics.

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Common Curriculum Goals
Diversity/Interdependence
Understand the relationships among living things and between living things and their environments.
Content Standard
Explain the interdependence of organisms in their natural environment.

Students will:

 

Describe a habitat and the organisms that live there.

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Common Curriculum Goals
Understand the relationships among living things and between living things and their environments.
Content Standard
Describe the principles of natural selection and adaptation.

Students will:

 

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

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Scientific Inquiry
Common Curriculum Goals
Formulate and express scientific questions and hypotheses to be investigated.
Content Standard
Formulate and express scientific questions and hypotheses to be investigated.

Students will:

 

Ask questions about objects, organisms, and events that are based on observations and can be explored through simple investigations.

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Common Curriculum Goals
Design scientific investigations to address and explain questions and hypotheses.
Content Standard
Design scientific investigations to address and explain questions and hypotheses.

Students will:

 

Plan a simple investigation.

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Common Curriculum Goals
Conduct procedures to collect, organize, and display scientific data.
Content Standard
Conduct procedures to collect, organize, and display scientific data.

Students will:

 

Collect data from an investigation.

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Common Curriculum Goals
Analyze scientific information to develop and present conclusions.
Content Standard
Analyze scientific information to develop and present conclusions.

Students will:

 

Use the data collected from an investigation to explain the results.

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Science and Technology
Common Curriculum Goals

Students will:

 

Understand the relationship that exists between science and technology.

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Understand the process of technological design to solve problems and meet needs.

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Science in Personal and Social Perspectives
Common Curriculum Goals

Students will:

 

Describe the role of science and technology in local, national, and global issues.

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Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies.

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Explain risks and benefits in personal and community health from a science perspective.

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Grade 5 Benchmarks

Content Standard
Use concepts and processes of: Change, constancy, and measurement

Describe and explain different rates of change.

 

Students will:

 

identify and describe examples of rapid change and changes that happen at a slower pace.*

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identify and describe the changes people make in their environment.

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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment. Diagram and explain a cycle.

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Students will:

 

recognize and describe cycles in natural and man-made systems.*

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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.

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Content Standard
Use concepts and processes of: Systems, order, and organization

Identify interactions among parts of a system.

 

Students will:

 

describe the relationships among organisms in food chains and simple food webs.

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Content Standard
Use concepts and processes of: Evidence, models, and explanation

Use models to explain how objects, events, and/or processes work in the real world.

 

Students will:

 

use pictorial models to explain relationships within systems such as food chains, food webs, chains of events, and their community.

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understand that geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world, but such representations cannot usually be exact in detail.

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Content Standard
Use concepts and processes of: Evolution and equilibrium

Organize evidence of a change over time.

 

Students will:

 

observe and record change in phenomena for a period of time.

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sort data and display in a logical sequence.*

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Describe actions that can cause or prevent changes.

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Students will:

 

explain results of classroom experiments in terms of cause and effect.

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describe the relationship between factors of weather and the resulting change to the Earthís surface.*

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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.

Content Standard
Use concepts and processes of: Structure and function.

Describe physical and biological examples of how structure relates to function.

 

Students will:

 

identify particular structures in animals with the function they serve. For example, webbed feet perform the function of paddling through the water.

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relate structures in plants to their functions. For example, tree trunks are solid and strong, and this enables them to provide support for the tree.

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describe how the design of technological devices is related to the function of those devices. For example, cars are shaped aerodynamically so they will move easily through the air.

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identify characteristics of natural structures which lend themselves to human use. For example, wide, deep, slowmoving rivers are ideal for ship traffic.

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Physical Science
Common Curriculum Goals
Energy
Understand the interactions of energy and matter.
Content Standard
Explain the interaction of energy and matter.

Students will:

 

Identify forms and behaviors of various types of energy.

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Students will:

 

differentiate among the various forms of energy: heat, light, sound, and electricity.

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understand and use common terms such as friction and conduction in relation to forms of energy.

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identify the effects that various forms of energy have on matter, such as producing light, motion, sound, warmth, and change of state.

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recognize the factors affecting the behavior of electricity and its path of flow through a circuit.

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indicate that the path of light is always in a straight line, but can be reflected, refracted, or absorbed.

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Describe examples of energy transfer.

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Students will:

 

predict which way heat will transfer (flow) when presented with a diagram of objects at different temperatures.

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predict which materials will conduct heat more efficiently and which materials can be used to prevent heat loss or heat gain.

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understand that heat is produced in many ways, such as from light, burning, electricity, friction, and as a by-product of mechanical and electrical machines.

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identify examples of energy transfer in studentsí own lives and environment.

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trace the energy derived from fossil fuels back to the light and heat energy from the sun.

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Life Science
Common Curriculum Goals
Organisms
Understand the characteristics, structure, and functions of organisms.
Content Standard
Describe the characteristics, structure, and functions of organisms.

Students will:

 

Describe basic plant and animal structures and their functions.

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Students will:

 

associate specific structures with their functions in the survival of the organism. For example, the colorful petals of a flower serve to attract insects, which aid in the reproduction of the plant.

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correlate specific basic sensory needs with their associated structures. For example, animals may sense danger through their eyes, ears, or nose.

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draw comparisons between structures that are functionally equivalent in plants and animals. For example, the root system in plants and the circulatory system in animals both serve the function of transporting nutrients to the organism.

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Describe the basic needs of living things.

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Students will:

 

distinguish between basic and nonessential needs of an organism.

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describe how a plant or animal grows when its needs are met.

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Common Curriculum Goals
Diversity/Interdependence
Understand the relationships among living things and between living things and their environments.
Content Standard
Explain the interdependence of organisms in their natural environment.

Students will:

 

Describe the relationship between characteristics of specific habitats and the organisms that live there.

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Students will:

 

draw a series of food chains for specific habitats.

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identify the producers, consumers, and decomposers and predator-prey relationships in a given habitat.

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explain if and why each of the living and nonliving elements present within a closed environment (such as an aquarium) is needed. For example, rocks are needed for shelter and plants provide oxygen for fish.

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recognize how all animals depend upon plants whether or not they eat the plants directly.

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identify the living and nonliving resources unique to a specific habitat and the adaptations of organisms to that habitat. For example, the desert habitat has sun and dry sandy soil (nonliving resources) that the cactus has adapted to by developing thick skin and shallow roots to gather and conserve water.

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describe how animal behavior can improve the chance of survival. Examples might include mutually beneficial relationships such as ramoras cleaning the parasites from fish gills; communi- cation such as scent to mark territory or warning calls by birds; social behaviors in insects, birds, and mammals.

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Common Curriculum Goals
Understand the relationships among living things and between living things and their environments.
Content Standard
Describe the principles of natural selection and adaptation.

Students will:

 

Describe how adaptations help an organism survive in its environment.

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Students will:

 

identify how an organismís fur, color, shape, size, etc, adapt to its specific environment.

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identify how and why unique animal and plant structures and behaviors are adaptive. Examples might include a plant developing thorns for protection from birds and larger herbivores; an octopus copying the color and texture of its surroundings for camouflage; vultures spreading their wings toward the sun to kill bacteria acquired when feeding on carrion.

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describe changes to the environment that have caused some species to become endangered.

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History and Nature of Science
Common Curriculum Goals
Understand that science is a human endeavor practiced by individuals from many different cultures.
Content Standard
Describe science as a human endeavor.

Students will:

 

Identify different ways and places in which scientists work.

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Common Curriculum Goals
Understand that scientific knowledge is subject to change based on new findings and results of scientific observation and experimentation.
Content Standard
Explain how scientific knowledge changes by evolving over time, almost always building on earlier knowledge.

Students will:

 

Identify examples of how scientific knowledge changes over time.

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Scientific Inquiry
Common Curriculum Goals
Formulate and express scientific questions and hypotheses to be investigated.
Content Standard
Formulate and express scientific questions and hypotheses to be investigated.

Students will:

 

Ask questions about objects, organisms, and events that are based on observations and can be explored through simple investigations.

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Students will:

 

Ask questions and make predictions that are based on observations and can be explored through simple investigations.

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Students will:

 

ask questions about objects, organisms, and events in the world.

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identify questions that can be explored through a scientific investigation.

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Common Curriculum Goals
Design scientific investigations to address and explain questions and hypotheses.
Content Standard
Design scientific investigations to address and explain questions and hypotheses.

Students will:

 

Design an investigation to answer questions or check predictions.

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Students will:

 

identify which tools to use for the investigation.

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use appropriate units of measure for the investigation.

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recognize reasons for controlling variables.

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Common Curriculum Goals
Conduct procedures to collect, organize, and display scientific data.
Content Standard
Conduct procedures to collect, organize, and display scientific data.

Students will:

 

Collect, organize, and summarize data from investigations.

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Students will:

 

select and use an appropriate organization for data summary.*

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select and use familiar tools, such as magnifiers, thermometers, and rulers, to gather data.

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recognize how to measure and record simple properties such as temperature, time, distance, volume, and mass.

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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.

Common Curriculum Goals
Analyze scientific information to develop and present conclusions.
Content Standard
Analyze scientific information to develop and present conclusions.

Students will:

 

Analyze, interpret, and summarize data from investigations.

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Students will:

 

analyze and interpret data related to the question or hypothesis.

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explain why the data from one personís investigation might differ from the data of others performing the same investigation.

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analyze data to determine possible questions for further investigation.

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Science and Technology
Common Curriculum Goals

Students will:

 

Understand the relationship that exists between science and technology.

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Science in Personal and Social Perspectives
Common Curriculum Goals

Students will:

 

Describe the role of science and technology in local, national, and global issues.

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Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies.

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Explain risks and benefits in personal and community health from a science perspective.

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Grade 8 Benchmarks

Content Standard
Use concepts and processes of: Change, constancy, and measurement

Identify and explain patterns of change as cycles and trends.

 

Students will:

 

Identify and explain patterns of change as cycles and trends.

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Students will:

 

understand that there are many kinds of cycles operating on time scales from less than a billionth of a second, e.g., wave period of X-rays, to millions of years, e.g., sun orbiting the center of the Milky Way.

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explain common cycles in Earth systems such as tides, movements of celestial objects, predator-prey populations, life cycles, the water cycle, the rock cycle, etc.

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understand that cycles can be described in terms of cycle length or frequency, what the highest and lowest values are, and when they occur.

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recognize cyclic patterns in data and distinguish them from patterns showing trends.

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Content Standard
Use concepts and processes of: Systems, order, and organization

Students will:

 

Identify a systemís inputs and outputs. Explain the effects of changing a systemís components.

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Students will:

 

apply the concept that system means a set of parts that function together as a whole.

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understand that any system is usually connected to other systems, thus becoming a subset of a larger system. A change in one system may cause a change in other systems.

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analyze a variety of systems in terms of inputs and outputs.

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analyze the effect on a variety of different systems if one of the systemís components is changed.

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recognize that energy is often an input or an output in a system, and analyze the effect on the system of changing the amount of energy coming in or going out.

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predict the effect of changing a component of a simple system such as a food web.

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recognize that in complex systems, it is often impossible to predict the effect of changing one component of the system.

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Content Standard
Use concepts and processes of: Evidence, models, and explanation

Students will:

 

Use a model to make predictions about familiar and unfamiliar phenomena in the natural world.

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Students will:

 

recognize that many of the concepts they study in science are portrayed in the form of models.

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analyze models to make predictions about future events in the natural world.

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Content Standard
Use concepts and processes of: Structure and function.

Students will:

 

Identify and describe the relationship between structure and function at various levels of organization in life, physical, or Earth/space science.

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Students will:

 

identify and describe differences among structures in organisms that arise from special adaptations. For example, the bones of birds are hollow, thus making flight possible.

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identify and describe the structures in machines designed for different functions. For example, trail bike tires are wide and have a deep tread while racing bike tires are narrow with a shallow tread.

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describe different kinds of functions necessary for organisms that are adapted to a particular type of ecological niche. For example, predators of many kinds rely on swift movements and highly developed sensory systems.

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identify and describe the relationship between soil type and the vegetation it will support.*

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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.

Physical Science
Common Curriculum Goals
Energy
Understand the interactions of energy and matter.
Content Standard
Explain the interaction of energy and matter.

Students will:

 

Compare and contrast forms and behaviors of various types of energy.

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Students will:

 

distinguish among chemical, heat, light, electrical, sound, and mechanical energy.

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associate unique properties with each of the various types of energy.

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predict which way heat energy will flow in a system.

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use diagrams to make predictions about the flow of electricity in a circuit.

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explain the relationship between various types of energy with their ability to transfer through different types of substances.*

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Describe and explain a variety of energy transfers and transformations.

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Students will:

 

recognize the difference between chemical and mechanical energy.

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recognize that heat energy is almost always a by-product of energy transformations.

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analyze the flow of energy in a system from one point to another, and from one form to another.

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apply the principle that energy is conserved, neither created nor destroyed.

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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.

Life Science
Common Curriculum Goals
Diversity/Interdependence
Understand the relationships among living things and between living things and their environments.
Content Standard
Explain the interdependence of organisms in their natural environment.

Students will:

 

Identify and describe the factors that influence or change the balance of populations in their environment.

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Students will:

 

identify energy sources within a food web and determine how energy is passed through the ecosystem. For example, producers transfer sunlight into chemical energy through photosynthesis.

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identify and describe how the balance of biotic and abiotic resources will change with the introduction of a new element within an ecosystem. For example, factors such as increased number of predators and climate changes can limit the growth of certain species within the ecosystem.

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identify populations of organisms within an ecosystem by the function that they serve, i.e., producer, consumer, or decomposer, and how they interact.

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understand and differentiate between relationships among organisms including predator-prey, parasitism, mutualism, and communalism.

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relate the importance of niche to an organismís ability to avoid direct competition for resources. Examples might include that butterflies have a longer proboscis than bees so they can feed on nectar from the same flowers as bees without directly competing with them; different grassland animals come to the plains at different times of the year to eat grasses of a preferred length.

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Common Curriculum Goals
Understand the relationships among living things and between living things and their environments.
Content Standard
Describe the principles of natural selection and adaptation.

Students will:

 

Describe and explain the theory of natural selection as a mechanism for change over time.

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Students will:

 

cite which variations within a population would be naturally selected for a specific environment and why.

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explain how random variations in species can be preserved through natural selection. Examples include camouflage, long necks on giraffes.*

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describe conditions that might cause a species to become endangered or extinct.

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differentiate between adaptive or non-adaptive variations within a species with respect to the environment.*

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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.

History and Nature of Science
Common Curriculum Goals
Understand that science is a human endeavor practiced by individuals from many different cultures.
Content Standard
Describe science as a human endeavor.

Students will:

 

Describe how scientists study different fields and use different techniques for investigations.

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Common Curriculum Goals
Understand that scientific knowledge is subject to change based on new findings and results of scientific observation and experimentation.
Content Standard
Explain how scientific knowledge changes by evolving over time, almost always building on earlier knowledge.

Students will:

 

Describe and explain how scientific knowledge and processes have changed over time.

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Common Curriculum Goals
Understand that scientific knowledge distinguishes itself through the use of empirical standards, logical arguments, and skepticism.
Content Standard
Explain that scientific knowledge is developed through the use of empirical standards, logical arguments, and skepticism.

Students will:

 

Identify in scientific investigations examples of the use of logic, respect for rules of evidence, openness to criticism, and public reporting of methods and procedures.

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Scientific Inquiry
Common Curriculum Goals
Formulate and express scientific questions and hypotheses to be investigated.
Content Standard
Formulate and express scientific questions and hypotheses to be investigated.

Students will:

 

Ask questions and form hypotheses that are based on observations and scientific concepts and that can be explored through scientific investigations.

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Students will:

 

ask focused questions about objects, organisms, and events that can be answered through investigation.*

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identify variables that influence a situation and can be controlled.

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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.

Common Curriculum Goals
Design scientific investigations to address and explain questions and hypotheses.
Content Standard
Design scientific investigations to address and explain questions and hypotheses.

Students will:

 

Design a scientific investigation to answer questions or test hypotheses.

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Students will:

 

describe a controlled experiment.*

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recognize a set of procedures which will provide data to address the question or hypothesis.

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identify and use the basics of experimenting such as controlling variables, quantifying results, and observing objectively.*

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identify the type of investigation appropriate to answer the hypothesis or question.*

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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.

Common Curriculum Goals
Conduct procedures to collect, organize, and display scientific data.
Content Standard
Conduct procedures to collect, organize, and display scientific data.

Students will:

 

Collect sufficient data to investigate a question, clarify information, and support an analysis.

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Students will:

 

gather and record data generated through observation and/or experimentation.*

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organize data to produce the clearest report or strongest evidence.

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represent data in multiple ways using the best format for the question or hypothesis.

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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.

Common Curriculum Goals
Analyze scientific information to develop and present conclusions.
Content Standard
Analyze scientific information to develop and present conclusions.

Students will:

 

Analyze and summarize data including possible sources of error. Explain results and offer reasonable and accurate interpretations and implications.

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Students will:

 

identify sources of error in the data and the impact on the results.*

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use evidence, including data presented and prior scientific knowledge, to support interpretations and implications.*

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recognize design problems in an investigation and the effect those problems have on the appropriateness of and confidence in the investigationís conclusions.

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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.

Science and Technology
Common Curriculum Goals

Students will:

 

Understand the relationship that exists between science and technology.

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hands-on
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Understand the process of technological design to solve problems and meet needs.

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hands-on
online


Science in Personal and Social Perspectives
Common Curriculum Goals

Students will:

 

Describe the role of science and technology in local, national, and global issues.

video
hands-on
online

Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies.

video
hands-on
online

Explain risks and benefits in personal and community health from a science perspective.

video
hands-on
online


Grade 10 Benchmarks

Content Standard
Use concepts and processes of: Change, constancy, and measurement

Describe the relationship between constancy and change within systems.

 

Students will:

 

explain the principle that energy can be transferred and matter can be changed, but the sum of energy and matter in systems, and therefore in the universe, remains the same.

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apply the law of conservation of energy to analyze energy transformed from one form to another, for example, transformation of kinetic energy of a moving object into thermal energy when the object is slowed or stopped by friction or impact.

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recognize that large scale constancy sometimes is explained by opposing small scale changes. For example, a population may remain constant even though individuals are added and removed.*

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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.

Content Standard
Use concepts and processes of: Systems, order, and organization

Students will:

 

Define a system by specifying boundaries and subsystems, indicating its relation to other systems and identifying its inputs and outputs.

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Students will:

 

specify the boundaries of a subsystem within a larger system and explain how the subsystem relates to the larger system. For example, a lake is a subsystem of a watershed.*

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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.

Content Standard
Use concepts and processes of: Evidence, models, and explanation

Students will:

 

Use conceptual and/or mathematical models to explain natural systems.

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Students will:

 

compare and contrast scale models, conceptual models, and mathematical models.

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use mathematical models to analyze the events and relationships in a system. For example, RI (radiation in) - RO (radiation out) = amount of energy available for temperature change in the global system.

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use conceptual models to predict natural events. For example, students will use a model of ecological succession to predict future changes in a forest ecosystem.*

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use conceptual models and simple mathematical models for specific purposes.

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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.


Physical Science
Common Curriculum Goals
Energy
Understand the interactions of energy and matter.
Content Standard
Explain the interaction of energy and matter.

Students will:

 

Describe differences and similarities between uses of wave forms (e.g., sound, seismic, electromagnetic) as a means of transmitting energy.

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Students will:

 

understand that waves of all kinds have energy that can be transferred when the waves interact with matter.

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describe the interaction of waves with matter. For example, UV light may result in sunburned skin, sunlight warms the pavement, and microwaves cook food.

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apply the relationships of frequency, wavelength, amplitude, and energy to analyze wave phenomena.

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explain the use of waves to gather information from nature, such as seismographic waves, spectral analysis, red shift, and infrared sensing.

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Describe and analyze examples of conservation of energy.

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Students will:

 

identify various ways in which energy can be transferred, including chemical reactions, nuclear reactions, light waves, etc.

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differentiate between potential and kinetic energy.

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analyze the flow of energy through a system by applying the law of conservation of energy.

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apply the law of conservation of energy to account for energy loss from a system.

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apply the principle that in all energy transfers, the overall effect is that the energy is spread out more uniformly. For example, heat energy flows from hot objects to cool objects.

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Life Science
Common Curriculum Goals
Diversity/Interdependence
Understand the relationships among living things and between living things and their environments.
Content Standard
Explain the interdependence of organisms in their natural environment.

Students will:

 

Describe and analyze the effect of species, including humans, on an ecosystem.

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Students will:

 

predict outcomes of changes in resources and energy flow in an ecosystem.

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explain how humans modify ecosystems as a result of population growth, technology, and consumption.

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describe the potential impact of human-caused changes on an existing ecosystem, and explain how environmental management can be used to minimize damage to the ecosystem.

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explain how a species, other than humans, can impact an ecosystem.

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Common Curriculum Goals
Understand the relationships among living things and between living things and their environments.
Content Standard
Describe the principles of natural selection and adaptation.

Students will:

 

Analyze how living things have changed over geological time using fossils and other evidence.

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Students will:

 

recognize that, over time, natural selection may result in speciation (development of a new species) as well as the development of subspecies.

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recognize that natural selection and its evolutionary consequences provide scientists with an explanation for the fossil record as well as an explanation for the striking molecular similarities among varied species.

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explain lines of evidence showing that two specific organisms are related by common ancestors.*

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explain how biological evolution can account for the diversity of species developed over time.*

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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.


History and Nature of Science
Common Curriculum Goals
Understand that science is a human endeavor practiced by individuals from many different cultures.
Content Standard
Describe science as a human endeavor.

Students will:

 

Explain how scientistsí investigations and interpretations have been influenced by societal, cultural, and personal beliefs.

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Common Curriculum Goals
Understand that scientific knowledge is subject to change based on new findings and results of scientific observation and experimentation.
Content Standard
Explain how scientific knowledge changes by evolving over time, almost always building on earlier knowledge.

Students will:

 

Analyze advances in science and technology that have had important, long-lasting effects on science and society.

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Common Curriculum Goals
Understand that scientific knowledge distinguishes itself through the use of empirical standards, logical arguments, and skepticism.
Content Standard
Explain that scientific knowledge is developed through the use of empirical standards, logical arguments, and skepticism.

Students will:

 

Analyze scientific investigations for the use of logic, respect for the rules of evidence, openness to criticism, and public reporting of methods and procedures.

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Scientific Inquiry
Common Curriculum Goals
Formulate and express scientific questions and hypotheses to be investigated.
Content Standard
Formulate and express scientific questions and hypotheses to be investigated.

Students will:

 

Ask questions and form hypotheses that are based on observations and scientific concepts and that can be tested through scientific investigations related to a domain of science.

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Students will:

 

identify hypotheses and questions that are testable and likely to yield new information or further explanations.

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identify and control variables that influence a situation.

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identify appropriate background research and study needed in order to develop unique new questions and hypotheses.

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Common Curriculum Goals
Design scientific investigations to address and explain questions and hypotheses.
Content Standard
Design scientific investigations to address and explain questions and hypotheses.

Students will:

 

Design a scientific investigation that provides data to address a question or hypothesis specific to a domain of science.

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Students will:

 

distinguish among various technologies, tools, and procedures suited to different purposes and select the most appropriate for the task.

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incorporate systematic observation, critical reading, accurate measurement, and identification of important variables into an investigation.

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demonstrate logical connections between scientific concepts guiding a hypothesis and the design of an experiment.

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plan, in advance, the various steps of an investigation, and the manner in which findings will be organized and reported.

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revise planned procedures based on data provided in carrying out an experiment.

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identify limitations and flaws in experimental design.

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communicate procedures clearly enough for others to replicate.

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design an investigation which provides data of sufficient quantity and quality to answer the question or test the hypothesis.

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Common Curriculum Goals
Conduct procedures to collect, organize, and display scientific data.
Content Standard
Conduct procedures to collect, organize, and display scientific data.

Students will:

 

Collect and organize sufficient data by using methods and procedures that support analysis.

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Students will:

 

organize data into appropriate presentations such as tables and graphs.

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choose and compute appropriate derived mathematical values which help answer the question or test the hypothesis.

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Common Curriculum Goals
Analyze scientific information to develop and present conclusions.
Content Standard
Analyze scientific information to develop and present conclusions.

Students will:

 

Analyze data and evaluate sources of error and/or bias. Propose explanations that are supported by data and knowledge of science concepts and principles.

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Students will:

 

identify whether or not there is enough evidence to answer a scientific question or if there is a need for further investigation.

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use scientific knowledge, evidence, logic, and carefully constructed arguments for explanations.

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propose, recognize, analyze, consider, and critique alternative explanations; distinguish between scientific data and conclusions about data.

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communicate conclusions that address the question/ hypothesis and are supported by results.*

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identify limitations and sources of error in an investigation.*

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* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.

Science and Technology
Common Curriculum Goals

Students will:

 

Understand the relationship that exists between science and technology.

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Understand the process of technological design to solve problems and meet needs.

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Science in Personal and Social Perspectives
Common Curriculum Goals

Students will:

 

Describe the role of science and technology in local, national, and global issues.

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Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies.

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Explain risks and benefits in personal and community health from a science perspective.

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PASS Criteria

Content Standard
Use concepts and processes of: Change, constancy, and measurement

Apply unifying scientific concepts in projects, investigations, and further learning (within the sciences and other disciplines).

 

PASS Criteria

 

Know and apply fundamental concepts that unify the sciences (i.e., change, constancy, and measurement; systems, order, and organization; evidence, models, and explanation; evolution and equilibrium; structure and function).

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Note: Applies to all content standards in unifying concepts and processes.

Content Standard
Use concepts and processes of: Systems, order, and organization

Students will:

 

Know and apply fundamental concepts that unify the sciences (i.e., change, constancy, and measurement; systems, order, and organization; evidence, models, and explanation; evolution and equilibrium; structure and function).

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hands-on
online


Note: Applies to all content standards in unifying concepts and processes.

Content Standard
Use concepts and processes of: Evidence, models, and explanation

Students will:

 

Know and apply fundamental concepts that unify the sciences (i.e., change, constancy, and measurement; systems, order, and organization; evidence, models, and explanation; evolution and equilibrium; structure and function).

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Content Standard
Use concepts and processes of: Evolution and equilibrium

Students will:

 

Know and apply fundamental concepts that unify the sciences (i.e., change, constancy, and measurement; systems, order, and organization; evidence, models, and explanation; evolution and equilibrium; structure and function).

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Content Standard
Use concepts and processes of: Structure and function.

Students will:

 

Know and apply fundamental concepts that unify the sciences (i.e., change, constancy, and measurement; systems, order, and organization; evidence, models, and explanation; evolution and equilibrium; structure and function).

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Common Curriculum Goals
Use basic scientific process skills to observe, measure, use numbers, classify, question, infer, hypothesize, and communicate.
Use integrated scientific process skills to predict, design experiments, control variables, interpret data, define operations, and formulate models.

Students will:

 

Use scientific processes to observe, infer, compare, order, classify, and recognize relationships

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Life Science
Common Curriculum Goals
Organisms
Understand the characteristics, structure, and functions of organisms.
Content Standard
Describe the characteristics, structure, and functions of organisms.

Students will:

 

Know and apply fundamental concepts of the life sciences (i.e., characteristics, structures, and functions of organisms; heredity and biological evolution; behavior and interdependence of organisms; natural selection and adaptation).

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Common Curriculum Goals
Diversity/Interdependence
Understand the relationships among living things and between living things and their environments.
Content Standard
Explain the interdependence of organisms in their natural environment.

Students will:

 

Know and apply fundamental concepts of the life sciences (i.e., characteristics, structures, and functions of organisms; heredity and biological evolution; behavior and interdependence of organisms; natural selection and adaptation).

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Common Curriculum Goals
Understand the relationships among living things and between living things and their environments.
Content Standard
Describe the principles of natural selection and adaptation.

Students will:

 

Know and apply fundamental concepts of the life sciences (i.e., characteristics, structures, and functions of organisms; heredity and biological evolution; behavior and interdependence of organisms; natural selection and adaptation).

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History and Nature of Science
Common Curriculum Goals
Understand that science is a human endeavor practiced by individuals from many different cultures.
Content Standard
Describe science as a human endeavor.

Students will:

 

Examine the work of scientists an the development of scientific theories or bodies of research.

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Common Curriculum Goals
Understand that scientific knowledge distinguishes itself through the use of empirical standards, logical arguments, and skepticism.
Content Standard
Explain that scientific knowledge is developed through the use of empirical standards, logical arguments, and skepticism.

Students will:

 

Evaluate scientific, social, or ethical implications of scientific research and writings.

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Scientific Inquiry
Common Curriculum Goals
Formulate and express scientific questions and hypotheses to be investigated.
Content Standard
Formulate and express scientific questions and hypotheses to be investigated.

Students will:

 

Determine areas of inquiry, frame scientific problems, and pose research questions and hypotheses involving scientific relationships.

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Common Curriculum Goals
Design scientific investigations to address and explain questions and hypotheses.
Content Standard
Design scientific investigations to address and explain questions and hypotheses.

Students will:

 

Design scientific investigations that use precise and appropriate methodology to address questions, examine scientific relationships, and test hypotheses.

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Common Curriculum Goals
Conduct procedures to collect, organize, and display scientific data.
Content Standard
Conduct procedures to collect, organize, and display scientific data.

Students will:

 

Conduct scientifically accepted procedures to collect, organize, and display data.

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Common Curriculum Goals
Analyze scientific information to develop and present conclusions.
Content Standard
Analyze scientific information to develop and present conclusions.

Students will:

 

Analyze and interpret data and relationships, evaluate investigations, and develop supported explanations.

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Use scientific processes to observe, infer, compare, order, classify, and recognize relationships.

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Use instruments, technology, and software correctly and precisely to conduct inquiry, collect and analyze data, and create data displays.

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Communicate scientific information, problems, processes, results, conclusions, and arguments, using and integrating writing, speaking, mathematics, and media.

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Science and Technology
Common Curriculum Goals

Students will:

 

Understand the relationship that exists between science and technology.

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hands-on
online

Understand the process of technological design to solve problems and meet needs.

video
hands-on
online


Science in Personal and Social Perspectives
Common Curriculum Goals

Students will:

 

Describe the role of science and technology in local, national, and global issues.

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hands-on
online

Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies.

video
hands-on
online

Explain risks and benefits in personal and community health from a science perspective.

video
hands-on
online