SCIENCE Grade-level Mapping

Transcription

1 SCIENCE Grade-level Mapping Grade-level Map of Oregon s Common Curriculum Goals and Content Standards April 2003 Oregon Department of Education FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) or cheryl.kleckner@state.or.us Download this and other science standards documents from

2 FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) or Download this and other science standards documents from

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

4 PHYSICAL SCIENCE - MATTER Common Curriculum Goal: Understand structure and properties of matter. Content Standard: Understand structure and properties of matter. Describe whether objects sink or float. Describe shapes of objects. PHYSICAL SCIENCE - MATTER Common Curriculum Goal: Understand chemical and physical changes. Content Standard: Describe and analyze chemical and physical changes. Understand that water left in an open container disappears, but water in a closed container does not disappear. (AAAS BSL 4B, K- 2, #3; Atlas p.57&59) FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) or cheryl.kleckner@state.or.us 4

5 PHYSICAL SCIENCE - FORCE Common Curriculum Goal: Understand fundamental forces, their forms, and their effects on motion. Content Standard: Describe fundamental forces and the motions resulting from them. Observe objects in motion, and at rest. Recognize that things near the Earth fall to the ground unless something holds them up. (AAAS BSL 4G, 3-5, #1; Atlas p.43) PHYSICAL SCIENCE - ENERGY Common Curriculum Goal: Understand energy, its transformations, and interactions with matter. Content Standard: Explain and analyze the interaction of energy and matter. Recognize that the sun is a source of energy, which warms the land, air, and water. FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) or cheryl.kleckner@state.or.us 5

6 LIFE SCIENCE - ORGANISMS Common Curriculum Goal: Understand the characteristics, structure, and functions of organisms. Content Standard: Describe the characteristics, structure, and functions of organisms. Sort and classify collections using various features. Know that people use their senses to find out about their surroundings and themselves. (AAAS BSL 6D, K-2, #1) Recognize that all living things have basic needs to survive. FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) or cheryl.kleckner@state.or.us 6

7 LIFE SCIENCE - HEREDITY Common Curriculum Goal: Understand the transmission of traits in living things. Content Standard: Understand the transmission of traits in living things. Understand that all kinds of living things have offspring. (AAAS BSL 6B, K-2, #1; Atlas p.69,71&83) All animals have offspring, usually with two parents involved. People may prevent some animals from producing offspring. (AAAS BSL 6B, K-12, #1; Atlas p. 69,71&83) Recognize and sequence parts of a cycle. FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) or cheryl.kleckner@state.or.us 7

8 LIFE SCIENCE DIVERSITY/INTERDEPENDENCE Common Curriculum Goal: Understand the relationships among living things and between living things and their environments. Content Standard: Explain and analyze the interdependence of organisms in their natural environment. Know that some animals and plants are alike in the way they look and in the things they do and others are very different from one another. LIFE SCIENCE DIVERSITY/INTERDEPENDENCE Common Curriculum Goal: Understand the relationships among living things and between living things and their environments. Content Standard: Describe and analyze diversity of species, natural selection, and adaptations. Understand that living things are found almost everywhere in the world. There are somewhat different kinds in different places. (AAAS BSL 5D, K-2, #2; Atlas p.83) FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) or 8

9 EARTH/SPACE SCIENCE THE DYNAMIC EARTH Common Curriculum Goal: Understand the properties and limited availability of the materials, which make up the Earth. Content Standard: Identify the structure of the Earth system and the availability and use of the materials that make up that system. Know that the Earth is made up of rock, soil, water, and air. Know that some materials can be recycled and used over again. EARTH/SPACE SCIENCE THE DYNAMIC EARTH Common Curriculum Goal: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Content Standard: Explain and analyze changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Know how to observe daily changes in weather, such as sky cover and precipitation. FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) or 9

10 EARTH/SPACE SCIENCE THE EARTH IN SPACE Common Curriculum Goal: Understand the Earth s place in the solar system and the universe. Content Standard: Explain relationships among the Earth, sun, moon, and the solar system. Identify the sun and moon during the day. Identify that the moon and stars are usually seen at night. SCIENTIFIC INQUIRY FORMING A QUESTION OR HYPOTHESIS Common Curriculum Goal: Formulate and express scientific questions or hypotheses to be investigated. Content Standard: Make observations. Formulate and express scientific questions or hypotheses to be investigated based on the observations. Make observations. FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) or cheryl.kleckner@state.or.us 10

11 Describe and compare things in terms of their number, shape, texture, size, and color. Raise questions about the world around the students. SCIENTIFIC INQUIRY DESIGNING AN INVESTIGATION Common Curriculum Goal: Design safe and ethical scientific investigations to address questions or hypotheses. Content Standard: Design scientific investigations to address and explain questions or hypotheses. Follow a list of steps. FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) or cheryl.kleckner@state.or.us 11

12 SCIENTIFIC INQUIRY COLLECTING AND PRESENTING DATA Common Curriculum Goal: Conduct procedures to collect, organize, and display scientific data. Content Standard: Collect, organize, and display scientific data. Describe, write, or draw simple observations. Record data on provided format. Make simple graphs to help to tell about observations. (AAAS BSL 9A, K-2, #4; Atlas p.115) Transfer data from a table to a provided graph. FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) or cheryl.kleckner@state.or.us 12

13 SCIENTIFIC INQUIRY ANALYZING AND INTERPRETING RESULTS Common Curriculum Goal: Analyze scientific information to develop and present conclusions. Content Standard: Analyze scientific information to develop and present conclusions. Describe the data from a graph. Use data from a chart or graph to answer questions. UNIFYING CONCEPTS AND PROCESSES Common Curriculum Goal: Understand that any collection of things that have an influence on one another can be thought of as a system. Know that something may not work if some of its parts are missing. (AAAS BSL 11A, K-2, #2; Atlas p.35&133) FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) or cheryl.kleckner@state.or.us 13

14 UNIFYING CONCEPTS AND PROCESSES Common Curriculum Goal: Understand that both patterns of change and stability are important in the natural world. Observe and describe changes in the world. HISTORY AND NATURE OF SCIENCE Common Curriculum Goal: Understand that scientific knowledge distinguishes itself through the use of empirical standards, logical arguments, and skepticism. Know the difference between a statement and a question. SCIENCE AND SOCIAL PERSPECTIVE Common Curriculum Goal: Describe the role of science and technology in local, national, and global issues. Understand that what one individual does can have an effect on others. FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) or cheryl.kleckner@state.or.us 14

15 SCIENCE AND TECHNOLOGY Common Curriculum Goal: Understand the relationship that exists between science and technology. Use magnifiers and know that they help people see things they could not see without them. (AAAS BSL 5C, K-2, #1; Atlas p.45,47,49,55,73&75) FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) or 15

16 District s Approach to Connections Between CCGs This chart helps identify connections between the traditional scientific subjects (Physical, Life, Earth/Space) and conceptual processes (Unifying Concepts and Processes, History and Nature of Science, Science and Social Perspectives, Science and Technology). Note: Scientific Inquiry is a third dimension (not shown on this chart). This chart provides only one two-dimensional model for identifying connections. Unifying Concepts and Processes History and Nature of Science Science and Social Perspective Scale Science Scientific Empirical Role of Daily as a Knowledge Standards, Science Choices Human is Subject to Logical in Endeavor Change Arguments, Issues Skepticism CCG System Model Patterns of Change and Stability Physical Science Matter: Structure and Properties Matter: Changes F orce Energy Life Science Organisms Her edity Diversity/ Interdependence Earth/Space Science Dynamic Earth: Properties and Availability of Materials Dynamic Earth: Structure of Earth System Dynamic Earth: Changes The Earth in Space Risks and Benefits Science and Technology Science and Technology Technological Design FOR MORE INFORMATION CONTACT: Cheryl Kleckner at (503) or cheryl.kleckner@state.or.us Download this and other science standards documents from