Grade-level Map of Oregon’s Common Curriculum Goals, Content Standards, and Benchmark Standards April 2003 Oregon Department of Education Science Grade-level Mapping




НазваниеGrade-level Map of Oregon’s Common Curriculum Goals, Content Standards, and Benchmark Standards April 2003 Oregon Department of Education Science Grade-level Mapping
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SCIENCE

Grade-level Mapping







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


April 2003


Oregon Department of Education

Science Grade-level Mapping

Background Information

April 2003



This Model Grade-level Mapping is intended for those Oregon School Districts and teachers who have requested guidance in organizing instruction that provides students with the opportunity to master the Common Curriculum Goals and Content Standards in science. Repetition of content is minimal, ensuring that new knowledge and skills are taught at each level – moving students ever higher. Using content previously learned as the foundation, instruction focuses on the new knowledge and skills to be learned at the current grade level in preparation for what students will learn at the next level.


It is important to understand that, although instruction toward Common Curriculum Goals is required in all Oregon School Districts, this Model Grade-level Mapping is not mandated. Districts and teachers may choose to use this mapping as is, adapt it, or select a different model entirely.


The next step with the Grade-level Mapping is to provide resources on-line linked to all eligible content and each grade-level statement. Planned resources include background content information, lessons, skill checks, and sample assessments similar to statewide assessments. In addition, links are planned that will enable teachers to easily integrate instruction with other academic content areas, career related learning standards, and students’ educational plan.


A complete copy of the science grade-level mapping may be downloaded or printed from the ODE Website at: http://www.ode.state.or.us/search/page/?id=1577 in both the K-High School layout; and the grade-by-grade classroom alignment layout as recommended by Oregon’s Comprehensive School Review process. These files are available in both Portable Document Format (PDF) and Word format. If you need help getting this information in a way that works for you, please contact Debbie Shannon at: debbie.shannon@state.or.us or call (503) 974-5646.


For more information about science curriculum and instruction, please contact Cheryl Kleckner at: cheryl.kleckner@state.or.us or call (503) 947-5794.



PHYSICAL SCIENCE - MATTER


Common Curriculum Goal: Understand structure and properties of matter.

Content Standard: Understand structure and properties of matter.

Benchmark Standard:

Describe properties of elements and their relationship to the periodic table.


(Note: No Statewide Assessment for Kindergarten or Grades 1, 2, 3, 4, 6, and 7)

Grade-level Content Map

Sequence

Text/Support Materials

Lessons/Units Used

Sample Assessment

Optional Assessment


@ Explain atoms and their base components (protons, neutrons, and electrons) as a basis for all matter.
















Time Needed:


¿Understand that an atom’s electron configuration, particularly the outermost electrons, determines how the atom can interact with other atoms. Atoms form bonds to other atoms by transferring or sharing electrons. (AAAS BSL 4D, 9-12, #1; Atlas p.55&61)
















Time Needed:


¿Understand that the nucleus, a tiny fraction of the volume of an atom, is composed of protons and neutrons, each almost two thousand times heavier than an electron. The number of positive protons in the nucleus determines what an atom's electron configuration can be and so defines the element. In a neutral atom, the number of electrons equals the number of protons. But an atom may acquire an unbalanced charge by gaining or losing electrons. (AAAS BSL 4D, 9-12, #2; Atlas p.55&61)
















Time Needed:

(Note: No Statewide Assessment for Kindergarten or Grades 1, 2, 3, 4, 6, and 7)

Grade-level Content Map

Sequence

Text/Support Materials

Lessons/Units Used

Sample Assessment

Optional Assessment


¿Understand that at the atomic level, electric forces between oppositely charged electrons and protons hold atoms and molecules together and thus are involved in all chemical reactions. (AAAS BSL 4G, 9-12, #2; Atlas p.61)
















Time Needed:


¿Understand that neutrons have a mass that is nearly identical to that of protons, but neutrons have no electric charge. Although neutrons have little effect on how an atom interacts with others, they do affect the mass and stability of the nucleus. Isotopes of the same element have the same number of protons (and therefore of electrons) but differ in the number of neutrons. (AAAS BSL 4D, 9-12, #3; Atlas p.55)
















Time Needed:


@ Read and interpret the periodic table, recognizing the relationship of the chemical and physical properties of the elements to their position on the periodic table.
















Time Needed:


¿Know that when elements are listed in order by the masses of their atoms, the same sequence of properties appears over and over again in the list. (AAAS BSL 4D, 9-12, #6; Atlas p.55)
















Time Needed:

(Note: No Statewide Assessment for Kindergarten or Grades 1, 2, 3, 4, 6, and 7)

Grade-level Content Map

Sequence

Text/Support Materials

Lessons/Units Used

Sample Assessment

Optional Assessment


@ Recognize that the historical development of atomic theory demonstrates how scientific knowledge changes over time, and how those changes have had an impact on society.
















Time Needed:


¿Know that scientists continue to investigate atoms and have discovered even smaller constituents of which neutrons and protons are made. (AAAS BSL 4D, 9-12, #5; Atlas p.55)
















Time Needed:



PHYSICAL SCIENCE - MATTER


Common Curriculum Goal: Understand chemical and physical changes.

Content Standard: Describe and analyze chemical and physical changes.

Benchmark Standard:

Analyze the effects of various factors on physical changes and chemical reactions.


(Note: No Statewide Assessment for Kindergarten or Grades 1, 2, 3, 4, 6, and 7)

Grade-level Content Map

Sequence

Text/Support Materials

Lessons/Units Used

Sample Assessment

Optional Assessment


@ Describe how transformations among solids, liquids, and gases occur (change of state).
















Time Needed:


@ Identify factors that can influence change of state, including temperature, pressure, and concentration.
















Time Needed:

(Note: No Statewide Assessment for Kindergarten or Grades 1, 2, 3, 4, 6, and 7)

Grade-level Content Map

Sequence

Text/Support Materials

Lessons/Units Used

Sample Assessment

Optional Assessment


@ Describe chemical reactions in terms of reactants and products.
















Time Needed:


¿Understand that a system usually has some properties that are different from those of its parts, but appear because of the interaction of those parts. (AAAS BSL 11A, 9-12, #1; Atlas p.55,59,61&133)
















Time Needed:


¿Know that different electron energy levels are associated with different configurations of atoms and molecules. Some changes of electron configuration require an input of energy whereas others release energy. (AAAS BSL 4E, 9-12, #4; Atlas p.61&79)
















Time Needed:


@ Describe the factors that affect the rate of chemical reactions.
















Time Needed:


¿Know that atoms often join with one another in various combinations in distinct molecules or in repeating three-dimensional crystal patterns. An enormous variety of biological, chemical, and physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules. (AAAS BSL 4D, 9-12, #7; Atlas p.59&61)
















Time Needed:

(Note: No Statewide Assessment for Kindergarten or Grades 1, 2, 3, 4, 6, and 7)

Grade-level Content Map

Sequence

Text/Support Materials

Lessons/Units Used

Sample Assessment

Optional Assessment


¿Know that the configuration of atoms in a molecule determines the molecule's properties. Shapes are particularly important in how large molecules interact with others. (AAAS BSL 4D, 9-12, #8; Atlas p.55,61&73)
















Time Needed:


¿Know that the rate of reactions among atoms and molecules depends on how often they encounter one another, which is affected by the concentration, pressure, and temperature of the reacting materials. (AAAS BSL 4D, 9-12, #9; Atlas p.61&73)
















Time Needed:
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