Oregon Standards
The STANDARDS CORRELATION chart
suggests which Oregon Standards you can cover using PASSPORT TO THE SOLAR SYSTEM
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 SOLAR SYSTEM.
For additional Oregon Standards you can cover see the STANDARDS CORRELATION chart
for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
LIVE FROM THE SUN/LIVE FROM THE AURORA
LIVE FROM A BLACK HOLE/LIVE FROM THE EDGE OF SPACE AND TIME
Grade Three, Grade Five,
Grade Eight, Grade Ten,
PASS
Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
video Apply explanatory concepts of model, system, theory, probability, and replication.
video Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
video Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
video Students will:
Identify examples of change.
video Arrange parts of a cycle.
video Students will:
Recognize and diagram the parts of a system.
video Students will:
Compare objects, drawings, and constructions to the real things they represent.
video Students will:
Identify examples of change over time.
video Describe how some things change and some things remain the same.
video Students will:
Identify structures that serve different functions.
video Students will:
Describe an object’s position and how to affect its movement. video Students will:
Identify common types and uses of energy.
video Students will:
Identify materials that make up the Earth.
video Students will:
Identify daily and seasonal weather changes.
video Students will:
Identify and trace the movement of objects in the sky.
video Students will:
Ask questions about objects, organisms, and events that are based on observations and can be explored through simple investigations.
video Students will:
Plan a simple investigation.
video Students will:
Collect data from an investigation.
video Students will:
Use the data collected from an investigation to explain the results.
video Students will:
Understand the relationship that exists between science and technology.
video Understand the process of technological design to solve problems and meet needs.
video Students will:
Describe the role of science and technology in local, national, and global issues.
video Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies.
video Explain risks and benefits in personal and community health from a science perspective.
video Describe and explain different rates of change.
Students will:
identify and describe examples of rapid change and changes that happen at a slower pace.*
video identify apparent changes in the position of objects in the sky.
video * Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment. Diagram and explain a cycle.
video Students will:
recognize and describe cycles in natural and man-made systems.*
video * Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.
video Identify interactions among parts of a system.
Students will:
explain the function of various parts of simple physical systems, such as in an electrical circuit using batteries and bulbs.
video Use models to explain how objects, events, and/or processes work in the real world.
Students will:
use physical models to explain such phenomena as the solar system or surface features of Earth, continents, river systems, and their neighborhood.
video 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.
video Organize evidence of a change over time.
Students will:
observe and record change in phenomena for a period of time.
video sort data and display in a logical sequence.*
video Describe actions that can cause or prevent changes.
video Students will:
explain results of classroom experiments in terms of cause and effect.
video describe the relationship between factors of weather and the resulting change to the Earth’s surface.*
video Students will:
Describe and compare the motion of objects.
video Students will:
predict and explain which way an object will move based upon its mass, composition, and the force exerted upon it.
video describe an object’s motion by tracing and measuring its position over time.
video explain simple changes in the motion of an object, such as the acceleration of objects moving downhill, the slowing of objects due to friction, and the curving of the path of a thrown object or a satellite.
video recognize that sound is produced by vibrating objects and that pitch of the sound varies by changing the rate of vibration.
video draw a correlation between gravity and mass of an object, for example, the greater the mass, the greater the gravitational pull.
video Identify examples of electricity, magnetism, and gravity exerting force on an object.
video Students will:
determine whether or not a magnet will attract a certain substance.
video indicate from a diagram whether a magnet will push or pull on another magnet.
video compare the strength of magnets based on the size of objects they will pick up.
video explain why compasses point north.
video identify a complete electrical circuit.
video Students will:
Identify forms and behaviors of various types of energy.
video Students will:
differentiate among the various forms of energy: heat, light, sound, and electricity.
video understand and use common terms such as friction and conduction in relation to forms of energy.
video identify the effects that various forms of energy have on matter, such as producing light, motion, sound, warmth, and change of state.
video recognize the factors affecting the behavior of electricity and its path of flow through a circuit.
video indicate that the path of light is always in a straight line, but can be reflected, refracted, or absorbed.
video Describe examples of energy transfer.
video Students will:
predict which way heat will transfer (flow) when presented with a diagram of objects at different temperatures.
video predict which materials will conduct heat more efficiently and which materials can be used to prevent heat loss or heat gain.
video 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.
video identify examples of energy transfer in students’ own lives and environment.
video trace the energy derived from fossil fuels back to the light and heat energy from the sun.
video Students will:
Describe the Earth’s place in the solar system and the patterns of movement of objects within the solar system.
video Students will:
describe Earth’s movement in the solar system.
video identify the patterns of movement and the apparent shape of the moon over a monthly cycle.
video trace the shape of the orbit of Earth around the sun and the orbit of the moon around Earth, with corresponding timelines.*
video History and Nature of Science Students will:
Identify different ways and places in which scientists work.
video Students will:
Identify examples of how scientific knowledge changes over time.
video Students will:
Ask questions about objects, organisms, and events that are based on observations and can be explored through simple investigations.
video Students will:
Ask questions and make predictions that are based on observations and can be explored through simple investigations.
video Students will:
ask questions about objects, organisms, and events in the world.
video identify questions that can be explored through a scientific investigation.
video Students will:
Design an investigation to answer questions or check predictions.
video Students will:
identify which tools to use for the investigation.
video use appropriate units of measure for the investigation.
video recognize reasons for controlling variables.
video Students will:
Collect, organize, and summarize data from investigations.
video Students will:
select and use an appropriate organization for data summary.*
video select and use familiar tools, such as magnifiers, thermometers, and rulers, to gather data.
video recognize how to measure and record simple properties such as temperature, time, distance, volume, and mass.
video Common Curriculum Goals Students will:
Analyze, interpret, and summarize data from investigations.
video Students will:
analyze and interpret data related to the question or hypothesis.
video explain why the data from one person’s investigation might differ from the data of others performing the same investigation.
video analyze data to determine possible questions for further investigation.
video Students will:
Understand the relationship that exists between science and technology.
video Students will:
Describe the role of science and technology in local, national, and global issues.
video Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies.
video Explain risks and benefits in personal and community health from a science perspective.
video Identify and explain patterns of change as cycles and trends.
Students will:
Identify and explain patterns of change as cycles and trends.
video 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.
video 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.
video understand that cycles can be described in terms of cycle length or frequency, what the highest and lowest values are, and when they occur.
video recognize cyclic patterns in data and distinguish them from patterns showing trends.
video Students will:
Identify a system’s inputs and outputs. Explain the effects of changing a system’s components.
video Students will:
apply the concept that system means a set of parts that function together as a whole.
video 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.
video analyze a variety of systems in terms of inputs and outputs.
video analyze the effect on a variety of different systems if one of the system’s components is changed.
video 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.
video predict the effect of changing a component of a simple system such as a food web.
video recognize that in complex systems, it is often impossible to predict the effect of changing one component of the system.
video Students will:
Use a model to make predictions about familiar and unfamiliar phenomena in the natural world.
video Students will:
recognize that many of the concepts they study in science are portrayed in the form of models.
video analyze models to make predictions about future events in the natural world.
video
Physical Science Students will:
Explain interactions between force and matter and relationships among force, mass, and motion.
video Students will:
predict the motion of an object based upon one or more forces acting on it.
video predict ways to change direction or speed of an object by changing the forces acting upon it. For example, if we change a skateboarding surface from smooth to rough, the skateboard will decrease in speed across the surface.
video identify real-world examples of forces affecting the motion of objects.
video apply the principle that moving objects with no forces acting on them continue to move at the same speed and in the same direction.
video recognize how force, mass, and acceleration are related. For example, when a grocery cart is pushed, it moves. How fast it moves depends on the force of the push and the weight of the contents of the cart.
video Students will:
Compare and contrast forms and behaviors of various types of energy.
video Students will:
distinguish among chemical, heat, light, electrical, sound, and mechanical energy.
video associate unique properties with each of the various types of energy.
video predict which way heat energy will flow in a system.
video use diagrams to make predictions about the flow of electricity in a circuit.
video explain the relationship between various types of energy with their ability to transfer through different types of substances.*
video Describe and explain a variety of energy transfers and transformations.
video Students will:
recognize the difference between chemical and mechanical energy.
video recognize that heat energy is almost always a by-product of energy transformations.
video analyze the flow of energy in a system from one point to another, and from one form to another.
video apply the principle that energy is conserved, neither created nor destroyed.
video
Earth and Space Science Students will:
Explain the relationship of the Earth’s motion to the day, year, phases of the moon, and eclipses.
video Students will:
interpret a diagram of the sun, Earth, and moon and make predictions as to phases of the moon, eclipses, or night-day cycles.
video predict changes in the length of daylight due to the motion of Earth around the sun.
video relate changes such as length of day and shadows to Earth, sun, and moon motions.
video relate the length of a day, a month, and a year to motions of Earth and the moon.
video Students will:
Describe how scientists study different fields and use different techniques for investigations.
video Students will:
Describe and explain how scientific knowledge and processes have changed over time.
video 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.
video Students will:
Ask questions and form hypotheses that are based on observations and scientific concepts and that can be explored through scientific investigations.
video Students will:
ask focused questions about objects, organisms, and events that can be answered through investigation.*
video identify variables that influence a situation and can be controlled.
video
Common Curriculum Goals Students will:
Design a scientific investigation to answer questions or test hypotheses.
video Students will:
describe a controlled experiment.*
video recognize a set of procedures which will provide data to address the question or hypothesis.
video identify and use the basics of experimenting such as controlling variables, quantifying results, and observing objectively.*
video identify the type of investigation appropriate to answer the hypothesis or question.*
video
Common Curriculum Goals Students will:
Collect sufficient data to investigate a question, clarify information, and support an analysis.
video Students will:
gather and record data generated through observation and/or experimentation.*
video organize data to produce the clearest report or strongest evidence.
video represent data in multiple ways using the best format for the question or hypothesis.
video
Common Curriculum Goals Students will:
Analyze and summarize data including possible sources of error. Explain results and offer reasonable and accurate interpretations and implications.
video Students will:
identify sources of error in the data and the impact on the results.*
video use evidence, including data presented and prior scientific knowledge, to support interpretations and implications.*
video recognize design problems in an investigation and the effect those problems have on the appropriateness of and confidence in the investigation’s conclusions.
video
Science and TechnologyUnifying Concepts and Processes
Common Curriculum Goals
hands-on
online
hands-on
online
hands-on
online
hands-on
online
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
hands-on
online
hands-on
online
Content Standard
Use concepts and processes of: Systems, order, and organization
hands-on
online
Content Standard
Use concepts and processes of: Evidence, models, and explanation
hands-on
online
Content Standard
Use concepts and processes of: Evolution and equilibrium
hands-on
online
hands-on
online
Content Standard
Use concepts and processes of: Structure and function.
hands-on
online
Physical Science
Common Curriculum Goals
Froces and Motion
Understand fundamental forces, their forms, and their effects on motion.
Content Standard
Describe electrical, magnetic, gravitational, and other forces and the motions resulting from them.
hands-on
online
Common Curriculum Goals
Energy
Understand the interactions of energy and matter.
Content Standard
Explain the interaction of energy and matter.
hands-on
online
Earth and Space Science
Common Curriculum Goals
The Dynamic Earth
Understand the properties and limited availability of the materials which make up the Earth.
Content Standard
Identify the structure of the Earth system and changes that can occur in its physical properties.
hands-on
online
Common Curriculum Goals
Understand changes occurring within the lithosphere, hydrosphere, and/or atmosphere of the Earth.
Content Standard
Explain changes occurring within the lithosphere, hydrosphere, and/or atmosphere of the Earth.
hands-on
online
Common Curriculum Goals
The Earth in Space
Understand the Earth’s place in the solar system and the universe.
Content Standard
Explain relationships among the Earth, sun, moon, and the solar system.
hands-on
online
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.
hands-on
online
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.
hands-on
online
Common Curriculum Goals
Conduct procedures to collect, organize, and display scientific data.
Content Standard
Conduct procedures to collect, organize, and display scientific data.
hands-on
online
Common Curriculum Goals
Analyze scientific information to develop and present conclusions.
Content Standard
Analyze scientific information to develop and present conclusions.
hands-on
online
Science and Technology
Common Curriculum Goals
hands-on
online
hands-on
online
Science in Personal and Social Perspectives
Common Curriculum Goals
hands-on
online
hands-on
online
hands-on
online
Grade 5 Benchmarks
Content Standard
Use concepts and processes of: Change, constancy, and measurement
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
Content Standard
Use concepts and processes of: Systems, order, and organization
hands-on
online
Content Standard
Use concepts and processes of: Evidence, models, and explanation
hands-on
online
hands-on
online
Content Standard
Use concepts and processes of: Evolution and equilibrium
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.
Physical Science
Common Curriculum Goals
Froces and Motion
Understand fundamental forces, their forms, and their effects on motion.
Content Standard
Describe electrical, magnetic, gravitational, and other forces and the motions resulting from them.
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
Common Curriculum Goals
Energy
Understand the interactions of energy and matter.
Content Standard
Explain the interaction of energy and matter.
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
Earth and Space Science
Common Curriculum Goals
The Earth in Space
Understand the Earth’s place in the solar system and the universe.
Content Standard
Explain relationships among the Earth, sun, moon, and the solar system.
hands-on
online
hands-on
online
hands-on
online
hands-on
online
* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.
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.
hands-on
online
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.
hands-on
online
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.
hands-on
online
hands-on
online
hands-on
online
hands-on
online
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.
hands-on
online
hands-on
online
hands-on
online
hands-on
online
Common Curriculum Goals
Conduct procedures to collect, organize, and display scientific data.
Content Standard
Conduct procedures to collect, organize, and display scientific data.
hands-on
online
hands-on
online
hands-on
online
hands-on
online
* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.
Analyze scientific information to develop and present conclusions.
Content Standard
Analyze scientific information to develop and present conclusions.
hands-on
online
hands-on
online
hands-on
online
hands-on
online
Science and Technology
Common Curriculum Goals
hands-on
online
Science in Personal and Social Perspectives
Common Curriculum Goals
hands-on
online
hands-on
online
hands-on
online
Grade 8 Benchmarks
Content Standard
Use concepts and processes of: Change, constancy, and measurement
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
Content Standard
Use concepts and processes of: Systems, order, and organization
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
Content Standard
Use concepts and processes of: Evidence, models, and explanation
hands-on
online
hands-on
online
hands-on
online
Common Curriculum Goals
Froces and Motion
Understand fundamental forces, their forms, and their effects on motion.
Content Standard
Describe electrical, magnetic, gravitational, and other forces and the motions resulting from them.
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
Common Curriculum Goals
Energy
Understand the interactions of energy and matter.
Content Standard
Explain the interaction of energy and matter.
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.
Common Curriculum Goals
The Earth in Space
Understand the Earth’s place in the solar system and the universe.
Content Standard
Explain relationships among the Earth, sun, moon, and the solar system.
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
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.
hands-on
online
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.
hands-on
online
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.
hands-on
online
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.
hands-on
online
hands-on
online
hands-on
online
* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.
Design scientific investigations to address and explain questions and hypotheses.
Content Standard
Design scientific investigations to address and explain questions and hypotheses.
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.
Conduct procedures to collect, organize, and display scientific data.
Content Standard
Conduct procedures to collect, organize, and display scientific data.
hands-on
online
hands-on
online
hands-on
online
hands-on
online
* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.
Analyze scientific information to develop and present conclusions.
Content Standard
Analyze scientific information to develop and present conclusions.
hands-on
online
hands-on
online
hands-on
online
hands-on
online
* Proposed eligible content. Students will first be held accountable for this content on the 1999-2000 statewide assessment.
Common Curriculum Goals