| Curriculum Topic |
Common Curriculum Goals (CCG)/
Content Standards (CS) |
Grade 5 Benchmarks |
Topic XIV:
Ecology
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Science: Unifying Concepts and Processes
- CCG: Use concepts and processes of change, constancy, and measurement.
- CS:
> Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
> Apply explanatory concepts of model, system, theory, probability, and replication.
> Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
> Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
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- Describe and explain different rates of change.
- Students will identify and describe examples of rapid change and changes that happen at a slower pace.
- Students will identify and describe the changes people make in their environment.
- Students will identify and describe varying rates of change in organisms, i.e., in childhood versus in adulthood.
- Diagram and explain a cycle.
- Students will recognize and describe cycles in natural and man-made systems.
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Science: Unifying Concepts and Processes
- CCG: Use concepts and processes of systems, order, and organization.
- CS:
> Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
> Apply explanatory concepts of model, system, theory, probability, and replication.
> Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
> Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
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- Identify interactions among parts of a system.
- Students will describe the relationships among organisms in food chains and simple food webs.
- Students will explain the function of various parts of simple physical systems, such as in an electrical circuit using batteries and bulbs.
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Science: Unifying Concepts and Processes
- CCG: Use concepts and processes of evidence models, and explanation.
- CS:
> Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
> Apply explanatory concepts of model, system, theory, probability, and replication.
> Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
> Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
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- 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.
- Students will use pictorial models to explain relationships within systems such as food chains, food webs, chains of events, and their community.
- Students will 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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Science: Unifying Concepts and Processes
- CCG: Use concepts and processes of evolution and equilibrium.
- CS:
> Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
> Apply explanatory concepts of model, system, theory, probability, and replication.
> Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
> Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
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- Organize evidence of a change over time.
- Students will observe and record change in phenomena for a period of time.
- Students will sort data and display in a logical sequence.
- Describe actions that can cause or prevent changes.
- Students will explain results of classroom experiments in terms of cause and effect.
- Students will describe the relationship between factors of weather and the resulting change to the Earth's surface.
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Science: Unifying Concepts and Processes
- CCG: Use concepts and processes of structure and function.
- CS:
> Apply foundation concepts of change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities.
> Apply explanatory concepts of model, system, theory, probability, and replication.
> Apply comparison concepts of gradient, scale, symmetry, quantification, and invariance.
> Apply relationship concepts of population, equilibrium, force, interaction, field, structure and function, time and space, and order.
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- 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.
- Students will 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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Science: Unifying Concepts and Processes
- CCG: (No goal listed)
- CS:
> 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.
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- (No benchmarks listed under this Content Standard.)
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Science: Physical Science
- CCG: Identify structures and properties of matter.
- CS: Matter: Understand structure and properties of matter.
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- Identify substances as they exist in different states of matter.
- Students will distinguish among solids, liquids, and gases.
- Students will recognize that gases occupy space and can expand or condense to fit into the space available.
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Science: Physical Science
- CCG: Describe chemical and physical changes.
- CS: Matter: Understand chemical and physical changes
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- Describe the ability of matter to change state by heating and cooling
- Students will infer that heating and cooling cause changes in properties of matter.
- Students will explain how transformations among solids, liquids, and gases occur.
- Students will identify and explain changes in states of matter that they may see in their environment, e. g., puddles disappearing on a warm day, mirrors fogging up.
- Students will identify or give examples of the interchangeability of the states of matter, such as liquid water, water vapor, clouds, fog, snow, etc.
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Science: Physical Science
- CCG: Explain the interaction of energy and matter.
- CS: Energy Understand the interactions of energy and matter.
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- Identify forms and behaviors of various types of energy.
- Students will differentiate among the various forms of energy: heat, light, sound, and electricity.
- Students will identify the effects that various forms of energy have on matter, such as producing light, motion, sound, warmth, and change of state.
- Describe examples of energy transfer.
- Students will identify examples of energy transfer in students' own lives and environment.
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Science: Life Science
- CCG: Describe the characteristics, structure, and functions of organisms.
- CS: Organisms: Understand the characteristics, structure, and functions of organisms.
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- Describe basic plant and animal structures and their functions.
- 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.
- Students will correlate specific basic sensory needs with their associated structures. For example, animals may sense danger through their eyes, ears, or nose.
- Students will 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.
- Describe the basic needs of living things.
- Students will distinguish between basic and nonessential needs of an organism.
- Students will describe how a plant or animal grows when its needs are met.
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Science: Life Science
- CCG: Describe the transmission of traits in living things.
- CS: Heredity: Understand the transmission of traits in living things.
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- Describe the life cycle of an organism.
- Students will identify, from a series of drawings, the life cycle of common organisms, such as seed plants, butterflies, or frogs.
- Students will identify the stages of metamorphosis and various larval forms.
- Students will recognize that new organisms are produced by living organisms of similar kind, and do not appear spontaneously from inanimate materials.
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Science: Life Science
- CCG: Explain the interdependence of organisms in their natural environment.
- CS: Diversity/Interdependence: Understand the relationships among living things and between living things and their environment.
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- Describe the relationship between characteristics of specific habitats and the organisms that live there.
- Students will draw a series of food chains for specific habitats.
- Students will identify the producers, consumers, and decomposers and predator-prey relationships in a given habitat.
- Students will explain if and why each of the living and non-living 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.
- Students will recognize how all animals depend upon plants whether or not they eat the plants directly.
- Students will identify the living and non-living resources unique to a specific habitat. For example, the desert has sun and dry sandy soil (non-living resources) that the cactus has adapted to by developing thick skin and shallow roots to gather and conserve water.
- Students will 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; communication such as scent to mark territory or warning calls by birds; social behaviors in insects, birds, and mammals.
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Science: Life Science
- CCG: Describe the principles of natural selection and adaptation.
- CS: Diversity/Interdependence: Understand the relationships among living things and between living things and their environments.
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- Describe how adaptations help an organism survive in its environment.
- Students will identify how an organism's fur, color, shape, size, etc., adapt to its specific environment.
- Students will 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.
- Students will describe changes to the environment that have caused some species to become endangered.
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Science: Earth and Space Science
- CCG: Identify the structure of the Earth system and changes that can occur in its physical properties.
- CS: The Dynamic Earth: Understand the properties and limited availability of the materials which make up the Earth.
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- Identify properties and uses of Earth materials.
- Students will recognize that Earth materials have different physical and chemical properties that can be used in different ways such as for building materials, as sources of fuel, or as an environment of growing plants.
- Students will identify how soils vary from place to place in color, texture, components, reaction to water, and ability to support the growth of plants.
- Identify causes of Earth surface changes.
- Students will identify effects of wind and running water on Earth materials, for example, erosion of soil by wind.
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Science: History and Nature of Science
- CCG: Describe science as a human endeavor.
- CS: Understand that science is a human endeavor practiced by individuals from many different cultures.
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- Identify different ways and places in which scientists work.
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Science: History and Nature of Science
- CCG: Explain how scientific knowledge changes by evolving over time, almost always building on earlier knowledge.
- CS: Understand that scientific knowledge is subject to change based on new findings and results of scientific observation and experimentation.
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- Identify examples of how scientific knowledge changes over time.
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Science: History and Nature of Science
- CCG: Explain that scientific knowledge is developed through the use of empirical standards, logical arguments, and skepticism.
- CS: Understand that scientific knowledge distinguishes itself through the use of empirical standards, logical arguments, and skepticism.
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- (No benchmarks listed under this content standard.)
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Science: Scientific Inquiry
- CCG: Formulate and express scientific questions and hypotheses to be investigated.
- CS: Formulate and express scientific questions and hypotheses to be investigated.
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- Ask questions and make predictions that are based on observations and can be explored through simple investigations.
- Students will ask questions about objects, organisms, and events in the world.
- Students will identify questions that can be explored through a scientific investigation.
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Science: Scientific Inquiry
- CCG: Design scientific investigations to address and explain questions and hypotheses.
- CS: Design scientific investigations to address and explain questions and hypotheses.
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- Design an investigation to answer questions or check predictions.
- Students will identify which tools to use for the investigation.
- Students will use appropriate units of measure for the investigation.
- Students will recognize reasons for controlling variables.
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Science: Scientific Inquiry
- CCG: Conduct procedures to collect, organize, and display scientific data.
- CS: Conduct procedures to collect, organize, and display scientific data.
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- Collect, organize, and summarize data from investigations.
- Students will select and use an appropriate organization for data summary.
- Students will select and use familiar tools, such as magnifiers, thermometers, and rulers, to gather data.
- Students will recognize how measure and record simple properties such as temperature, time, distance, volume, and mass.
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Science: Scientific Inquiry
- CCG: Analyze scientific information to develop and present conclusions.
- CS: Analyze scientific information to develop and present conclusions.
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- Analyze, interpret, and summarize data from investigations.
- Students will analyze and interpret data related to the question or hypothesis.
- Students will explain why the data from one person's investigation might differ from the data of others performing the same investigation.
- Students will analyze data to determine possible questions for further investigation.
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Science: Science and Technology
- CCG: (No goal listed.)
- CS:
> Understand the relationship that exists between science and technology.
> Understand the process of technological design to solve problems and meet needs.
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- (No benchmarks listed under this Content Standard.)
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Science: Science in Personal and Social Perspectives
- CCG: (No goal listed.)
- CS:
> Describe the role of science and technology in local, national, and global issues.
> Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies.
> Explain risks and benefits in personal and community health from a science perspective.
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- (No benchmarks listed under this Content Standard.)
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Art: Create, Present, and Perform
- CCG: Apply artistic elements and technical skills to create, present and/or perform works of art for a variety of audiences and purposes.
- CS: Apply artistic elements and technical skills to create, present and/or perform works of art for a variety of audiences and purposes.
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- Create, present, and/or perform a work of art, using experiences, imagination, observations, artistic elements and technical skills to achieve desired effect.
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Art: Create, Present, and Perform
- CCG: Communicate, verbally and in writing, about one's own artwork.
- CS: Express ideas, moods, and feelings through various art forms.
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- Communicate, using an extended vocabulary related to various art forms.
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Health Education: Controllable Health Risks
- CCG: School districts may establish their own content standards and benchmarks in health. Resources to help schools set content standards in health and upgrade curriculum are available from the Oregon Alliance for Health, Physical Education, Recreation and Dance and the Oregon School Health Education Coalition. The Oregon Department of Education encourages school districts to provide quality health education.
- CS:
> Apply prevention and risk reduction concepts to health-related problems.
> Understand and apply prevention and risk reduction strategies for health-related interventions.
> Predict short- and long-term consequences of safe, risky, and harmful behaviors.
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- (No benchmarks listed under this goal).
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Health Education: Safe and Healthy Environment
- CCG: School districts may establish their own content standards and benchmarks in health. Resources to help schools set content standards in health and upgrade curriculum are available from the Oregon Alliance for Health, Physical Education, Recreation and Dance and the Oregon School Health Education Coalition. The Oregon Department of Education encourages school districts to provide quality health education.
- CS:
> Explain safe physical, social and emotional environments for individuals, families, schools, and communities.
> Understand and apply strategies to improve and maintain individual, family, school and community health.
> Understand the potential influences of environmental factors on personal and public health.
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- (No benchmarks listed under this goal).
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Health Education: Controllable Health Risks
- CCG: School districts may establish their own content standards and benchmarks in health. Resources to help schools set content standards in health and upgrade curriculum are available from the Oregon Alliance for Health, Physical Education, Recreation and Dance and the Oregon School Health Education Coalition. The Oregon Department of Education encourages school districts to provide quality health education.
- CS:
> Analyze health information, products, and services while considering media, technological and cultural influences.
> Analyze influences of culture, technology and the media on health-related products and services.
> Evaluate the validity and reliability of health-related information, products and services as a consumer or potential consumer.
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- (No benchmarks listed under this goal).
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Social Science: History
- CCG: Understand and interpret relationships in history, including chronology, cause and effect, change, and continuity over time.
- CS: U. S. History:
> Analyze cause and effect relationships, including multiple causation.
> Recognize and interpret change and continuity over time.
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- Interpret data and chronological relationships presented in timelines and narratives.
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Social Science: History
- CCG: Interpret and represent chronological relationships and patterns of change and continuity in world history.
- CS: World History:
> Analyze cause and effect relationships, including multiple causation.
> Understand relationships among events, issues, and developments in different spheres of human activity (i. e., economic, social, political, cultural).
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- (No benchmarks listed under this goal.)
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Social Science: Civics and Government
- CCG: Understand the principles and ideals upon which the government of the United States is based.
- CS: :
> Describe personal, political, and economic rights of citizens in the United States.
> Describe participatory responsibilities of citizens in the community (volunteerism) and in the political process (becoming informed about public issues and candidates, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives).
> Explain how political activity provides opportunities for choice and participation.
> Describe the character traits necessary to preserve and improve the American constitutional republic (e. g., individual responsibility, self-discipline, respect for others and the law, honest, civic mindedness, ability to make informed choices).
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- Identify how citizens can make their voices heard responsibly in the political process.
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Social Science: Civics and Government
- CCG: Understand the principles and ideals upon which the government of the United States is based.
- CS: :
> Describe personal, political, and economic rights of citizens in the United States.
> Describe participatory responsibilities of citizens in the community (volunteerism) and in the political process (becoming informed about public issues and candidates, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives).
> Explain how political activity provides opportunities for choice and participation.
> Describe the character traits necessary to preserve and improve the American constitutional republic (e. g., individual responsibility, self-discipline, respect for others and the law, honest, civic mindedness, ability to make informed choices).
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- Identify how citizens can make their voices heard responsibly in the political process.
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Social Science: Civics and Government
- CCG: Understand how the United States government relates and interacts with other nations.
- CS: :
> Explain how nations interact with each other, how events and issues in other countries can affect citizens in the United States, and how actions of the United States can affect other peoples and nations.
> Describe how the American concepts of democracy and individual rights and responsibilities influence events in other countries and how events in other countries influence American politics and society.
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- Recognize examples of how nations interact with one another through trade, diplomacy, cultural contacts, treaties, and agreements.
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Social Science: Geography
- CCG: Identify and explain physical and human characteristics of places and regions, the processes that have shaped them, and their geographic significance.
- CS:
> Understand the social, cultural, and economic processes that change the characteristics of places and regions over time (e. g., development , accessibility, migration, resource use, belief systems, transportation and communication systems, major technological changes, environment, wars).
> Understand why places and regions are important to human identity and serve as symbols to unify or fragment society.
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- Identify physical and human characteristics of regions in the United States and the processes that have shaped them.
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Social Science: Geography
- CCG: Explain how humans and the physical environment impact and influence each other.
- CS:
> Describe the consequences of humans changing the physical environment (e. g., ozone, forests, air, water) and how human changes in one place affect other places.
> Understand how differing points of view, self-interests, and global distribution of natural resouces play a role in conflict over territory.
> Understand the geographic results of resource use and management programs and policies.
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- Explain how physical environments are affected by human activities and present opportunities, constraints, and hazards for people.
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Social Science: Economics
- CCG: Understand how the U. S. market economy functions as a system to address issues of resource allocation, including production, consumption, and exchange of goods and services.
- CS: Understand that resources are limited (e. g., scarcity, opportunity, cost).
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- Understand that all economic choices have costs and benefits, and compare options in terms of costs and benefits.
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Social Science: Economics
- CCG: Understand how economic conditions in a market economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government.
- CS:
> Understand economic trade-offs and how choices result in both costs and benefits to individuals and society.
> Understand economic concepts, principles, and factors affecting the allocation of available resources in the U. S. market economy.
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- Understand how supply and demand influence price, and how price increases or decreases influence the decisions of consumers.
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Social Science: Social Science Analysis
- CCG:
> Identify, research and clarify an event, issue, problem, or phenomenon of significance to society.
> Gather, use, and evaluate researched information to support analysis and conclusions.
- CS: Define and clarify an issue so that its dimensions are well understood.
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- Examine an event, issue, or problem through inquiry and research.
- Gather, use, and document information from multiple sources (e. g., print, electronic, human).
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Social Science: Social Science Analysis
- CCG: Understand an event, issue, problem, or phenomenon from multiple perspectives.
- CS: Explain various perspectives on an event or issue and the reasoning behind them.
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- Identify and study two or more points of view on an event, issue, or problem.
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Social Science: Social Science Analysis
- CCG:
> Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon.
> Identify, compare, and evaluate outcomes, responses, or solutions, then reach a supported conclusion.
- CS: Identify, analyze, and select a course of action to resolve an issue.
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- Explain characteristics of an event, issue, or problem, suggesting possible causes and results.
- Identify a response or solution, and explain why it makes sense, using support from research.
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