the cim: what it means to your students - oregon state...

Oregon Department of Education Oregon Standards – Winter 2000

Oregon Department of Education Winter 2000

Timeline for Revised Standards

Revised Science and SocialScience content standards will beadopted in February 2001.

Revised Mathematics andEnglish content standards will beadopted in February 2002.

INSIDE

CONTENTSTANDARDS

■ English

■ Mathematics

■ Science

■ Social Sciences

■ Arts

■ Second Language

COMMONCURRICULUMGOALS

CAREER-RELATEDLEARNINGSTANDARDS

PERFORMANCESTANDARDS

RESOURCES

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Continued Success MeansBuilding on What We’ve LearnedSchool reform in Oregon was good when itstarted. It is better today, and it will be evenbetter tomorrow.

We have clear evidence that school reformis working. Since the act passed in 1991,Oregon test scores have risen significantlyon several academic yardsticks. From thebeginning to the end of the decade, thepercentage of students meeting the stan-dards has increased at every grade inreading/literature and mathematics. Inseveral instances, the growth is quitedramatic: Third graders, for instance, havegained 30 percent in reading and 40 percentin math. Other gains range from six to 24percent. Classroom teachers report thatstudents coming up through the system arebetter prepared in both content and in theirapproach to challenging work.

Educators can be proud of these results,achieved through tremendous efforts ofcommunication, collaboration, andcompromise. We have all been riding asteep learning curve, constantly enhancedby the experience of Oregon teachers,parents, and students, and the findings ofother progressive states. Teams of teachersand other experts regularly refine thecontent standards and streamline thematerial and systems used for statewideassessment. This continuous improvement

is absolutely essential as we strive toward aschool system where every child can succeed.

This year, we are implementing somesignificant changes as well as the usualadjustments to standards and eligiblecontent.

• Beginning next fall, students will be ableto earn their CIM any time during theirfour years of high school, easing whatmany felt was an unreasonable push tocomplete all CIM standards by 10thgrade.

• Some state tests at the elementary levelhave been discontinued in order to freeup instructional time for a greater focuson English and mathematics. Thewriting assessment has been moved fromgrade three to grade four, and the sciencetest has been moved from grade five tograde six.

These changes reflect our ever-increasingunderstanding of the needs of students andthe capacity of schools — understandingbuilt not only on test findings but on frankand vigorous feedback from educators at alllevels, parents, students, and other stake-holders. Oregon remains firm in its commit-ment to high standards. We must be willingto make appropriate adjustments tocontinue building on our success.

The CIM: What It Means to Your Students

(continued on page 2)

Between the 9th and 12th grade years, anOregon student may earn a Certificate ofInitial Mastery, showing she has metOregon’s high state and local standards inall of the following areas:

• Math

• English (reading, writing, speaking)

• Science

WHY SHOULD YOUR STUDENTSEARN A CIM?

Although earning a CIM is not required forgraduation, it has considerable value:

In applying for college:

• Admissions officers may hold a CIMrecipient’s application in higher regard.

• By earning a CIM, a student automaticallymeets some of the Oregon UniversitySystem’s Proficiency-based AdmissionsStandards, which will be required forentry into the Oregon University Systembeginning in 2005. A CIM recipientautomatically meets:

1 out of 4 English PASS Standards

2 out of 4 Math PASS Standards

1 out of 2 Science PASS Standards

In applying for jobs:

• Prospective employers may give CIM recipi-ents the advantage over other graduates.

WHAT MUST A STUDENT DOTO EARN A CIM?

To earn a CIM in 2001, a student mustachieve high scores on state tests and worksamples, and meet local district require-ments, if any.

State Tests

Students must achieve the following scoreson state tests:

• READING/LITERATURE — Score atleast 239 out of 300

• WRITING — Score at least 40 out of 60

• MATH — Score at least 239 out of 300

• MATH PROBLEM SOLVING — Scoreat least 32 out of 46

• SCIENCE — Score at least 239 out of 300

Work Samples

Work samples are classroom assignments,scored on a 1-6 point scale. Students mustachieve the following scores on work samples:

• WRITING — A score of 4 or more on threewriting work samples. These three samplesmust represent three types of writing:

Narrative or Imaginative

Expository

Persuasive

• MATH — A score of 4 or more on twomath work samples. These two samplesmust represent two of these areas:

Oregon Standards – Winter 2000 Oregon Department of Education

GlossaryAcademic Content Standards

These standards define what stu-dents are expected to know and beable to do in English, mathematics,science, social sciences (history,civics, geography and economics),the arts, and a second language.Physical education content stan-dards will be completed by fall 2001.

Benchmarks

Checkpoints during grades 3, 5, 8,and 10 at which a student’sprogress toward the Certificate ofInitial Mastery is formally mea-sured.

Certificate of Advanced Mastery(CAM)

An award given to students whohave met academic and career-related learning standards.

Certificate of Initial Mastery(CIM)

An award given to students whohave met CIM standards on statetests and classroom assignments inEnglish, mathematics, science,social sciences (history, civics,geography and economics), thearts, and a second language.

Common Curriculum Goals

The same course of study (curricu-lum) used in all Oregon schooldistricts from kindergartenthrough grade 12. The CommonCurriculum Goals include theacademic content standards andessential learning skills.

Oregon StatewideAssessment System

Official name for state tests.

Performance Standards

These standards describe theminimum scores expected ofstudents on state tests and classroomassignments to achieve the bench-marks at grades 3, 5, 8, and 10.

Proficiency-based AdmissionStandards System (PASS)

PASS encourages students todemonstrate their academic skillsbefore admission to Oregon publiccolleges. PASS was adopted by theOregon University System andcorresponds closely to the stan-dards for the Certificates of Initialand Advanced Mastery.

Scoring Guide

Specific, consistent criteria on a 1-6 point scale against which teach-ers score students’ classroom work.

Work Sample

Classroom assignments scored ona 1-6 point scale.

2000-2001 Statewide Assessment ScheduleAssessment Grade Testing Dates

continued from page 1THE CIM

Writing and Math Problem SolvingPerformance Assessments

5, 8, 10(Re-test 11 & 12)

January 20- February 10, 2001

Reading/Literature, Mathematics andScience Knowledge and Skills Tests

(Multiple Choice)

10(Re-test 11 & 12)

January 6 - January 27, 2001

Extended Career and Life RoleAssessments

3, 5, 8, 10 March 1 - April 21, 2001

Reading/Literature and MathematicsKnowledge and Skills Tests (Multiple

Choice)

Science Knowledge and Skills Tests

Extended Reading, Mathematics, andWriting Assessments

3, 5, 8, 10(Re-test 10, 11 & 12)

8, 10(Re-test 10, 11& 12)

3, 5, 8, 10

March 28 - April 21, 2001

Writing and Math Problem SolvingPerformance Assessments

10(Re-test 10, 11 & 12)

April 28 - May 12, 2001

• Writing Performance Assessments for Benchmark 1 students will be given in grade 4 during the fall of 2001.

• Science testing for Benchmark 2 students will be given in grade 6 during the fall of 2001.

• Students at grades 3, 5, 8, and 10 who are challenging a higher or lower Benchmark assessment will take their testsalong with their classmates during the appropriate assessment window.

• Schools desiring to test a portion of their students outside the testing window may request, through District TestingCoordinators, an extension of the testing window up to one week earlier or later than the posted date.

Statistics & Probability

Algebraic Relationships

Geometry

• SPEAKING — A score of 4 or more on threespeaking work samples. These three samplesmust represent three types of speaking:

Informative

Persuasive

Unrehearsed

Local District Requirements

Some districts have their own requirementsfor earning a CIM. Contact an administra-tor at your school or district office to findout if your district is one of these.

HOW MANY CHANCES DOES ASTUDENT HAVE TO EARN A CIM?

CIM-level state tests and work samplesfocus on grades 10-12, although in thefuture, students will be able to “challengeup” to CIM tests as early as the 8th grade.

State Tests

State tests are given each year duringperiods of time called “testing windows.”Within these windows, each schooldetermines on which days it will administerstate tests. During the school’s testingperiod, a student can take a state test for thefirst time or re-take a test.

Work Samples

Each student must complete at least onework sample in writing, speaking and matheach year in grades 3-8. In high school,students will work on CIM work samplerequirements (see Performance Standards,

page 63). Schools and individual teachersdetermine when and how many worksample opportunities to provide.

WHAT CAN STUDENTS EARN IFTHEY DON’T EARN THE CIM?

Diploma

School districts award diplomas to graduat-ing students who have met state and localdistrict requirements.

• State Requirements:

The state does not require a CIM to get adiploma. It requires that students earn aminimum of 22 units of credit, includingat least these:3 in language arts (including 1 in writtencomposition)

2 in math

2 in science

3 in social sciences (including history,civics, geography and economics)[economics includes personal finance]

1 in health education

1 in physical education1 in applied arts, fine arts, or secondlanguage (a unit may be earned in anyone or in any combination)

See the Oregon Administrative Rules forthe definition of “unit of credit” (OAR581-022-0102(38)) and an explanation ofthe state attendance requirement (OAR581-022-1130(2)).

• Local District RequirementsSome districts have their own requirementsfor earning a diploma. Some may award analternative document to students who don’t

meet all of the diploma requirements.Contact an administrator at your school ordistrict office to learn about your district’spolicies on diplomas.

Certificate of Achievement

A student who does not earn a CIM mayreceive a Certificate of Achievement byshowing progress or passing the state andlocal standards in one or more of theseareas:

• Math

• English (reading, literature, writing, andspeaking)

• Science

A Certificate of Achievement is alsoavailable for any student who exits highschool without graduating. College admis-sions officers and employers may hold astudent’s application in higher regard if hehas earned a Certificate of Achievement inareas important to his next educational orcareer step. Contact an administrator atyour school or district office to learn aboutyour district’s policies on Certificates ofAchievement.

WHAT ABOUT STUDENTS WHOGRADUATE AFTER 2001?

The CIM requirements will not change dur-ing the 2000-2001 school year. If there are anychanges, they will be made in the spring of2001 and go into effect for the 2001-2002school year. To find out if there have been anychanges, check the spring edition of thisnewspaper, or visit the ODE website:

http://www.ode.state.or.us

Questions? Need additional information? Call or e-mail a staff personat the Oregon Department of Education. See page 64 for contacts.

CommonCurriculum

GoalsContent

StandardsPASS

Criteria

ENGLISH

Oregon Department of Education Oregon Standards – Winter 2000 Italicized text defines eligible content that may appear on the Oregon Statewide Assessment.

Benchmark1

Benchmark2

Benchmark3 CIM CAM

Recognize, pro-nounce, and knowthe meaning ofwords in text.

English includes knowledge of the language itself, its use as a basic means of communication, and an appreciation of its artistry as expressed in literature. English study develops funda-mental communication skills and prepares students to understand and use information and to communicate fluently and effectively.

READING: Comprehend a variety of printed materials.

Recognize, pro-nounce, and knowthe meaning ofwords in text byusing phonics,language structure,contextual clues,and visual cues.

Read accurately byusing phonics,language structure,word meaning, andvisual cues.

Read orally withnatural phrasing,expressive interpreta-tion, flow, andpace.

PASS assumesproficiency inreading.

Determine mean-ings of words usingcontextual cluesand illustrations.

Determine meaningsof words usingcontextual andstructural clues,illustrations, andother readingstrategies.

Determine mean-ings of words usingcontextual andstructural clues andother readingstrategies.

Determine mean-ings of words usingcontextual andstructural clues andother readingstrategies.

Determine mean-ings of words,including thosewith multiple,specialized, ortechnical meanings,using contextualand structural cluesand other readingstrategies.

Students will:

• use context clues tochoose the correctmeaning for givenwords on the stateassessment.

• use knowledge ofcommon words in theircompound or pluralforms to help determinethe meaning of words inthe passage.

• use illustrations such aspictures, charts, graphs,or diagrams to helpdetermine the meaningof words in the passage.

Students will:

• use context clues tochoose the correctmeaning for identifiedwords in the readingpassage.

• use knowledge ofcommonly used prefixesand suffixes to helpdefine words in context.

• use knowledge ofcontractions andpossessives to helpdetermine the meaningof words in the passage.

• use illustrations such aspictures, charts, graphs,or diagrams to determinethe meaning of words inthe passage.

Students will:

• use context clues tochoose the correctmeaning for given wordsor phrases.

• use prefixes and suffixesto help define words incontext.

• use grammaticalelements, e.g.,conjunctions, referentpronouns, prepositionalphrases, dependentclauses, modifyingwords such as adjectivesand adverbs that may bemore commonlyrecognized in the nounor verb form, todetermine the meaningof words used in thepassage.

• recognize how figurativelanguage, e.g.,colloquial expressions,idioms, metaphors,expresses impliedmeanings.

• use punctuation andprint conventions whichsignal specific meaningsor significant situations,e.g., question andexclamation marks orpunctuation such asparentheses,underlining, and/oritalicized print thatindicate titles oremphasis.


Students will:

• use context clues tochoose the correctmeaning for given wordsor phrases, includingthose with multiplemeanings.

• use prefixes and suffixesto help define words incontext.

• use grammaticalelements, e.g.,conjunctions, referentpronouns, prepositionalphrases, dependentclauses, modifyingwords such as adjectivesand adverbs that may bemore commonlyrecognized in the nounor verb form, todetermine the meaningof the word used in thepassage.

• recognize how figurativelanguage, e.g.,colloquial expressions,idioms, metaphors,signals connotativemeanings.

• use punctuation andprint conventions whichsignal specific meaningsor significant situations,e.g., question andexclamation marks orpunctuation such asparentheses,underlining, and/oritalicized print thatindicate emphasis.


CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark

3 CIM CAM PASSCriteria

ENGLISH

Oregon Standards – Winter 2000 Oregon Department of EducationItalicized text defines eligible content that may appear on the Oregon Statewide Assessment.

Use a variety ofreading strategies toincrease comprehen-sion and learning.

Locate informationand clarify meaningby skimming,scanning, closereading, and otherreading strategies.

Locate informationusing illustrations,tables of contents,glossaries, indexes,headings, graphs,charts, diagrams, and/or tables.

Locate informationand clarify meaningby using illustrations,tables of contents,glossaries, indexes,headings, graphs,charts, diagrams, and/or tables.

Locate informationand clarify meaningby using tables ofcontents, glossaries,indexes, headings,graphs, charts,diagrams, and/ortables.

Locate informationand clarify meaningby using tables ofcontents, glossaries,indexes, headings,graphs, charts,diagrams, tables, andother referencesources.

Locate information,clarify meaning, andform conclusions byusing tables ofcontents, glossaries,indexes, headings,graphs, charts,diagrams, tables, andother referencesources.

Students will:

• use tables of contentsand indexes to locatespecific information.

• use information inillustrations, charts,graphs, and diagrams tohelp understand areading passage.

• use a glossary to locatewords and/or help clarifyword meaning.

Students will:


• use information inillustrations, graphs,charts, diagrams, andtables to help understanda reading passage.

• use a glossary to locatewords to help clarifymeaning.

• use headings to locatewhere neededinformation is likely tobe found.

Students will:


• use information inillustrations, graphs,charts, diagrams, andtables to help understanda reading passage.

• use a glossary to locatewords and/or help clarifymeaning.


Students will:


• use information ingraphs, charts,diagrams, and tables tounderstand a readingpassage.

• locate information frommore than one area of apiece of supportivematerial such as a chartor find information inmultiple materials, e.g.,chart and index.

• use a glossary to locatewords and/or to helpclarify meaning.


• find information inspecialized materials,e.g., dictionary,thesaurus, atlas,encyclopedia, almanac,newspaper, magazine,catalog.

READING: (Continued)

CommonCurriculum

GoalsContent

StandardsPASS

Criteria

ENGLISH


Benchmark1

Benchmark2

Benchmark3 CIM CAM

Increase wordknowledge throughsystematic vocabu-lary development.

Demonstrate literalcomprehension of avariety of printedmaterials.

Demonstrate literalcomprehension of avariety of printedmaterials.

Retell, summarize, oridentify sequence ofevents, main ideas,facts, and opinions inliterary and informa-tive selections.

Identify sequence ofevents, main ideas,facts, supportingdetails, and opinionsin literary, informa-tive, and practicalselections.



PASS assumesproficiency inreading.

Students will identify orsummarize:

• the order of events or aspecific event from asequence of events.

• a statement or sentenceindicating the main ideaof the selection.

• directly stated facts,e.g., actions or events;directions for anexperiment or problem-solving exercise;information from charts/graphs; names ofcharacters, places, orthings in the selection;special circumstancesrelevant to the story.

• directly stated opinions.



• a statement or sentencethat best indicates themain idea of the selection.


• details such as key words,phrases, or sentences thatexplicitly state importantcharacteristics,circumstances, orsimilarities and differencesin characters, times, orplaces.

• directly stated opinions.



• a statement or sentencethat best indicates themain idea of theselection.


• details such as keywords, phrases, orsentences that explicitlystate importantcharacteristics,circumstances, orsimilarities anddifferences incharacters, times, orplaces.

• directly stated opinions,including thoseintroduced bytransitional phrases.



• a statement or sentenceindicating the main ideaof the selection.


• details such as keywords, phrases, orsentences that explicitlystate importantcharacteristics,circumstances, orsimilarities anddifferences incharacters, times, orplaces.

• directly stated opinions,including thoseintroduced bytransitional phrases.


Summarize literalmeaning in literary,informative, andpractical selections.

Identify main ideas,opinions, andsignificant supportingdetails in selections.

CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


ENGLISH


Demonstrateinferential compre-hension of a varietyof printed materials.

Demonstrateinferential compre-hension of a varietyof printed materials.

Identify relationships,images, patterns, orsymbols and drawconclusions abouttheir meanings inprinted material.

Examine relation-ships, images,patterns, or symbols todraw conclusionsabout their meaningsin printed material.

Analyze relationships,images, patterns, orsymbols to drawconclusions abouttheir meanings inprinted material.

Analyze howrelationships, images,patterns, and symbolsare used to conveyimplied meanings inprinted material.

Students will:

• identify implicit causeand effect relationships,e.g., the relationship isnot signaled byconnecting words in thepassage such as“therefore” or“because.”

• predict probable futureoutcomes or actions.

• infer the main idea of aselection when it is notexplicitly stated.

• identify unstated reasonsfor actions or beliefsbased on explicitly statedinformation in thepassage.

Students will:

• identify implicitrelationships such ascause and effect,sequence-timerelationships,comparisons,classifications, andgeneralizations.


• infer an author’sunstated meaning bydrawing conclusionsfrom images, patterns,or symbols in the text.


• identify the main idea ofa passage when it is notexplicitly stated.

• identify unstated reasonsfor actions or beliefsbased on explicitly statedinformation in thepassage.

Students will:

• examine implicitrelationships such ascause and effect,sequence-timerelationships,comparisons,classifications, andgeneralizations.


• infer an author’sunstated meaning bydrawing conclusionsbased on facts, events,images, patterns, orsymbols in the text.


• identify unstated reasonsfor actions or beliefsbased on explicitly statedinformation.

Students will:

• analyze implicitrelationships such ascause and effect,sequence-timerelationships,comparisons,classifications, andgeneralizations.


• infer an author’sunstated meaning bydrawing conclusionsbased on facts, events,images, patterns, orsymbols found in thetext.


• identify unstated reasonsfor actions or beliefsbased on explicitly statedinformation.

Demonstrateevaluative compre-hension of a varietyof printed materials.

Demonstrateevaluative compre-hension of a varietyof printed materials.

Analyze and evaluateinformation and formconclusions.

Analyze and evaluateinformation and formconclusions.

Analyze and evaluatewhether a conclusionis validated by theevidence in aselection.

Analyze and evaluatewhether an argu-ment, action, orpolicy is validated bythe evidence in aselection.

Analyze and evaluatethe merit of anargument, action, orpolicy by examiningevidence offered inthe material itselfand by comparingthe evidence withinformation availablein other sources.

Students will drawconclusions about:

• author’s motivation orpurpose for writing apassage or story.

• reasons for actions orbeliefs based on ananalysis of theinformation in the text.

• whether identifiedportions of the passageare facts or opinions.

Students will drawconclusions about:

• author’s motivation orpurpose.

• reasons for actions orbeliefs based on ananalysis of theinformation in theselection.

• whether identifiedportions of the passageare facts or opinions.

• statements that aresupported by an analysisof the information in theselection.

Students will:

• draw conclusions aboutthe author’s motivationor purpose for writing apassage or story basedon evidence in theselection.

• draw a conclusion thatis validated by theevidence in the selection.

• determine whether theinformation used by theauthor to support aconclusion is accurateand/or credible.

• differentiate betweenconclusions that arebased on fact and thosethat are based onopinions.

• draw parallels betweenthe selection and issuesand situations relevantto the text.

Students will:

• draw conclusions aboutthe author’s motivationor purpose for writing apassage or story based onevidence in the selection.

• draw a conclusion orestablish the validity of astatement based onevidence in the selection.

• evaluate how the authoruses authoritativesources to establishcredibility forarguments, proposedactions or policies.

• differentiate betweenreasoning based on factversus reasoning basedon opinions, emotionalappeals, or otherpersuasion techniques.

• determine whichsupporting evidence in theselection validates thesuggested arguments,actions, or policies, andwhich evidence supportsan alternative position.


Identify cause andeffect relationshipsand make simplepredictions.

CommonCurriculum

GoalsContent

StandardsPASS

Criteria

ENGLISH


Benchmark1

Benchmark2

Benchmark3 CIM CAM

Connect readingselections to othertexts, experiences,issues, and events.

Read for enjoymentand information.

Draw connectionsand explain relation-ships betweenreading selectionsand other texts,experiences, issues,and events.

Extend and deepencomprehension byrelating text to othertexts, experiences,issues, and events.




Read a variety ofliterary forms (e.g.,novels, poems, plays,short stories, autobi-ographies, essays) ofvarying complexityfrom a variety ofcultures and timeperiods.


LITERATURE: Understand how literature records, reflects, communicates, and influences human events.

CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


Read selections froma variety of culturesand time periods andrecognize distinguish-ing characteristics ofvarious literary forms.

Read selections froma variety of culturesand time periods andidentify variousliterary forms.

Read a variety ofliterary selections,including novels, shortstories, poetry, plays,and nonfiction from avariety of cultures andtime periods andidentify characteristicsof literary forms.

Read a variety ofliterary works anddistinguish amongcharacteristics of avariety of literaryforms, includingnovels, short stories,poetry, plays, andnonfiction from avariety of culturesand time periods.

Read and respond toliterary works from avariety of literaryforms, includingnovels, short stories,poetry, drama, essays,and nonfiction froma variety of culturesand historicalperiods; recognizedistinguishingcharacteristics ofliterary genres.

Read and respond toliterary works from avariety of literaryforms, includingnovels, short stories,poetry, drama, essays,and nonfiction froma variety of culturesand historicalperiods; analyzedistinguishingcharacteristics of thegenres.

Read and respond toworks of recognizedliterary merit from avariety of cultures,genres, and historicalperiods; recognizedistinguishingcharacteristics ofsignificant literacyperiods, movements,and genres.

Students will:

• identify a story, poem,play, or a non-fictionselection.

• identify which definitionof a literary form fits thepassage read.

• identify where aselection may becategorized in thelibrary.

• identify characteristicsrepresentative of a givenform.

Students will:

• identify whether apassage is from a story,poem, play, or a non-fiction selection.

• identify which definitionof a literary form fits thepassage read.

• identify where aselection may becategorized in thelibrary.

• identify characteristicsrepresentative of a givenform.

• distinguish between twoor more literary forms.

Students will:

• identify characteristics ofgiven passages, e.g.,poem: rhyme, rhythm,repetition of sounds,fewer words than prose.

• distinguish betweenvarious literary forms,e.g., biography versusautobiography.

• identify where the sourceof a passage may becategorized in thelibrary.

Students will:

• identify characteristics ofgiven passages, e.g.,autobiography: truestory of a person’s lifetold by that person;drama: predominance ofdialogue, inclusion ofstage directions.

• distinguish differencesbetween various literaryforms, e.g., sciencefiction versus fiction.

• identify where the sourceof a passage may becategorized in thelibrary.

Identify and explainrelationships amongliterary works,human experiences,other texts, ordisciplines.

CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


ENGLISH


Evaluate how theform of a literarywork and the use ofliterary elements anddevices (e.g., setting,plot, theme, charac-ter, word choice,point of view, tone,language) contributeto the work’s messageand impact.

Analyze the develop-ment and treatmentof themes in aliterary work.

Analyze the author’sideas, techniques,and methods andmake supportedinterpretations of theselection.

Identify character,plot, and setting in aliterary selection.

Identify character,plot, setting, andtheme and describehow they contributeto the meaning of aliterary selection.

Identify literarydevices such assimiles, rhyme, anddialogue.

Recognize howstructure and wordchoice contribute tothe effect of a literaryselection.

Recognize andexamine howcharacter, plot,setting, and themecontribute to themeaning of a literaryselection.

Examine the uses andeffects of literarydevices such asfigurative language,allusion, dialect, anddialogue in a literaryselection.

Examine howstylistic decisions(e.g., structure, pointof view, word choice,exaggeration)contribute to theimpact of a literaryselection.

Examine and analyzehow character, plot,setting, and themecontribute to themeaning and impact ofa literary work.

Examine the uses andeffects of literarydevices such asfigurative language,allusion, dialect,dialogue, andsymbolism.

Analyze how stylisticdecisions (e.g.,structure, point ofview, word choice,exaggeration)contribute to theimpact of a literaryselection.

Interpret and explaina literary work, usingexamples, details,and quotations fromthe text.

Analyze and evaluatehow literary elementssuch as character,plot, setting, andtheme contribute tothe unity andeffectiveness of aliterary work.

Analyze and evaluatehow literary devicessuch as figurativelanguage, allusion,dialect, irony, andsymbolism contributeto the unity andeffectiveness of aliterary work.

Analyze and evaluatehow stylistic deci-sions (e.g., structure,point of view, wordchoice, exaggeration)contribute to theimpact of a literaryselection.

Use textual evidenceto develop andsupport an interpre-tation of a literarywork.

Recognize, examine,and understand theuses and effects ofliterary elements,rhetorical devices,and themes withinand among literaryworks.

Use textual evidenceto develop andsupport an interpre-tation of a literarywork.

Students will:

• identify main andsupporting characters.

• identify eventsimportant to thedevelopment of the plot.

• identify setting,including place and timeperiod of a story.

• differentiate among theliterary elements of plot,character, and setting.

Students will:

• identify how literaryelements contribute tothe overall meaning of aselection, e.g., how thesetting contributes tomood.

• identify a theme of aselection, e.g., showingcourage, treatingparents with respect.

• identify which type ofliterary device is used ina given passage or whichpassage is an example ofa given literary device,e.g., identifying simile,metaphor, orpersonification in apassage; identifyingexamples of sounddevices such asalliteration,onomatopoeia, or rhymepatterns.

• identify how decisionsthe author makes aboutstructure and/or wordchoice contribute to theeffect of a selection.

• identify how devices areused to developcharacters, setting, ormood in a selection.

Students will:

• judge how well literaryelements contribute tothe overall effectivenessof a selection, e.g.,importance of the settingto create a mood.

• identify and examine thedevelopment of themesin literary works.

• identify literary devicessuch as figurativelanguage, allusion,sound devices,versification,foreshadowing, imagery,irony, and hyperbole,and determine thepurpose of their use,e.g., metaphors used tocreate an image.

• identify how an author’sstylistic decisionscontribute to theeffectiveness of aselection, e.g., usingfirst person sets aparticular tone,exaggeration sets ahumorous tone,structure is used to buildsuspense.

• identify clues to timeperiods and culturesrepresented, e.g., use oflanguage, clothing,technology, or modes oftransportation associatedwith a specific timeperiod, region, orcountry.

• identify how dialogue isused to developcharacters and mood ina selection.

Students will:

• judge how well literaryelements contribute tothe overall impact of aselection, e.g., characterdevelopment makes thestory come alive.

• identify themes inliterary works andprovide support forinterpretations from thetext.

• identify the purpose ofliterary devices, e.g.,figurative language,allusion, sound devices,versification,foreshadowing, imagery,irony, hyperbole,dialect, and determinetheir impact, e.g.,figurative languageprovides vivid images,sound devices in poetryproduce a poem with amusical quality.

• analyze how stylisticdecisions contribute tothe effectiveness of aselection, e.g., wordchoice evokes strongemotions, firstparagraph sets upconflict.

• analyze how dialogue isused to developcharacters and mood ina selection.

LITERATURE: (Continued)

CommonCurriculum

GoalsContent

StandardsPASS

Criteria

ENGLISH


Benchmark1

Benchmark2

Benchmark3 CIM CAM

Understand howliterature is influ-enced by historical,cultural, social, andbiographical factors.

Explain the ways inwhich a writer mayhave been influencedby life experiences orby historical, social,and cultural issues orevents.

Explain how worksfrom the humanitiesare influenced byhistorical, social,cultural, political,literary, or creativecontexts andindividual experi-ences.

Examine how worksfrom the humanitiescharacterize indi-viduals, groups, andcultures.

Explain social/cultural perspectives,themes, and com-mentary, andexamine techniquesused to promote orcritique social changein works from thehumanities.

Analyze how literaryworks are influencedby history, society,culture, and theauthor’s life experi-ences.

LITERATURE: (Continued)

CommonCurriculum

GoalsContent

StandardsPASS

Criteria

Communicateknowledge of thetopic, includingrelevant examples,facts, anecdotes, anddetails appropriate totopic, audience, andpurpose.

WRITING: Use writing as a tool to learn, reflect, and communicate for a variety of audiences and purposes.

Communicateknowledge of thetopic, includingrelevant examples,facts, anecdotes, anddetails.

Convey main ideaswith some details.▲ ■

Convey clear mainideas and supportingdetails in waysappropriate to topic,audience, andpurpose.▲ ■

Convey clear,focused main ideassupported by detailsand examples in waysappropriate to topic,audience, andpurpose.▲ ■

Convey clear,focused main ideassupported by accurateand relevant detailsin ways appropriateto topic, audience,and purpose.▲ ■

Convey clear,focused main ideaswith accurate andrelevant supportingdetails in waysappropriate to topic,context, audience,and purpose.

Develop, support,and convey clear,focused, and substan-tive ideas in waysappropriate to topic,context, audience,and purpose.

Students will:

• include an identifiablepurpose and main ideain their writing.

• use some supportingdetails.

Students will:

• include an identifiablepurpose and main ideain their writing.

• provide relevantsupporting details.

• provide content andselected details thatconsider audience andpurpose.

Students will:

• provide a clear andeasily identifiablepurpose and mainidea(s).

• provide relevantsupporting details andexamples.

• provide content andselected details thatconsider audience andpurpose.

• use resources, whenappropriate, to providesupport.

Students will:

• provide clear and easilyidentifiable purpose andmain idea(s).

• provide relevantsupporting details andexamples.

• provide content anddetails that consistentlyshow an awareness ofaudience and purpose.

• use resources, whenappropriate, to providesupport.

▲ Statewide Writing Assessment ■ Classroom Work Samples

Benchmark1

Benchmark2

Benchmark3 CIM CAM

CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


ENGLISH


Structure informa-tion in clear se-quence, makingconnections andtransitions amongideas, sentences, andparagraphs.

Structure informa-tion in clear se-quence, makingconnections andtransitions amongideas, paragraphs,and sentences. ▲ ■

Structure writing bydeveloping a begin-ning, middle, andend supported bysome transitions.▲ ■

Structure writing bydeveloping a begin-ning, middle, and endwith clear sequencingof ideas and transi-tions. ▲ ■

Structure writing in asequence by develop-ing a beginning,middle, and end andby making transitionsamong ideas andparagraphs. ▲ ■

Structure writing in aclear sequence bydeveloping a begin-ning, middle, andend and by makingtransitions amongideas, paragraphs,and sentences. ▲ ■

Organize writing inclear, coherentsequences, makingconnections andtransitions amongideas, paragraphs,and sentences.

Organize writing inclear, coherentsequences, makingconnections andtransitions amongideas, paragraphs,and sentences.

Students will:

• develop an identifiablebeginning, middle, andend.

• sequence events.

• use some transitions.

Students will:

• develop a recognizablebeginning thatintroduces the audienceto the topic.

• develop a clearlysequenced body thatcontains identification ofmain topics andsupporting details aboutthe topics.

• develop a conclusion.

• use some transitionalwords, e.g., first, then,finally, also.

Students will:

• develop a recognizablebeginning that conveys aclearly stated topic to theaudience.

• develop a clearlysequenced body that iseasy to follow withaccurate placement ofsupporting details.


• use transitional words orphrases that are clear.

Students will:

• develop an effectiveintroduction thatengages the audience inthe topic.

• develop a clearlysequenced body that iseasy to follow witheffective placement ofsupporting details.


• develop a variety oftransitions that mayinclude coordinating andsubordinatingconjunctions, repetition,and key phrases.

Express ideas in anengaging andcredible way appro-priate to audienceand purpose.

Use varied sentencestructures andlengths to enhanceflow, rhythm, andmeaning in writing.

Use sentence struc-tures that flow andvary in length. ▲ ■

Use varied sentencestructures andlengths to enhanceflow andrhythm. ▲ ■

Use and varysentence structuresand lengths toenhance flow,rhythm, meaning,and clarity. ▲ ■

Use and varysentence structuresand lengths appropri-ate to the writingcontext.

Use and varysentence structures,word choices, andwriting voice toachieve clear andfluent writing.

Students will:

• use simple and complexsentences.

• vary sentence length andbeginnings.

• create sentences thatflow together and soundnatural.

Students will:

• construct simplesentences.

• use complex sentencesfor variety in sentencestructure.

• vary sentence lengthsand beginnings.

• create a natural soundthat allows the reader tomove easily through thepiece.

Students will:

• construct simplesentences.

• develop a variety ofsentence structures toenhance clarity andmeaning.

• use a variety of sentencebeginnings, e.g.,introductory words,phrases, or clauses thatbegin with prepositions,adverbs, participles, anda variety of sentencelengths.

• create a natural soundthat allows the reader tomove easily through thepiece.

Select functional,precise, and descrip-tive words appropri-ate to audience andpurpose.

WRITING: (Continued)


Develop flow andrhythm of sentences.

CommonCurriculum

GoalsContent

StandardsPASS

Criteria

ENGLISH


Benchmark1

Benchmark2

Benchmark3 CIM CAM

Demonstrateknowledge ofspelling, grammar,punctuation,capitalization,paragraphing, andciting sources.

Use correct spelling,grammar, punctua-tion, capitalization,paragraph structure,sentence construc-tion, and otherwriting conventions.

Demonstrate somecontrol of correctspelling, grammar,punctuation, andcapitalization. ▲ ■

Use correct spelling,grammar, punctua-tion, capitalization,and paragraphing.▲ ■

Use correct spelling,grammar, punctua-tion, capitalization,paragraphing, andcitations. ▲ ■

Use correct spelling,grammar, punctua-tion, capitalization,paragraphing, andcitations. ▲ ■

Use correct spelling,grammar, punctua-tion, capitalization,paragraph structure,sentence construc-tion, formatting, and,when appropriate,citations.

Use correct spelling,grammar, punctua-tion, capitalization,paragraph structure,sentence construc-tion, formatting, and,when appropriate,citations.

Students will:

SPELLING• correctly spell words

appropriate tobenchmark level.

• limit use of phoneticspelling to uncommon ordifficult words.

GRAMMAR andUSAGE

• use correct subject-verbagreement in simplesentences.

PUNCTUATION• use correct end of

sentence punctuation.

• correctly place commasin dates and in a series.

CAPITALIZATION• correctly capitalize

sentence beginnings,proper nouns, titles, andthe pronoun “I.”

Students will:



• limit use of phoneticspelling to uncommon ordifficult words.

GRAMMAR andUSAGE

• show basic control ofsubject-verb agreement.

• use a consistent point ofview, i.e., first, second,third person.



• correctly place commasin dates, in a series, andafter introductorywords.

• use apostrophes incontractions andsingular possessives.

CAPITALIZATION• correctly capitalize

sentence beginnings,proper nouns, titles,abbreviations, and thepronoun “I.”

PARAGRAPHING• use paragraph breaks.

Students will:



GRAMMAR andUSAGE

• show basic control ofnoun-pronoun andsubject-verb agreement.

• use a consistent verbtense.




• correctly place commasin dates and in a series.

• include internalpunctuation such ascommas, colons, orsemi-colons.


• use quotation markswhen appropriate.

CAPITALIZATION• capitalize, including

within quotation marks.

PARAGRAPHING• make paragraph breaks,

including the use ofdialogue.

CITING SOURCES ▲• include an alphabetical

bibliography and in-textdocumentation thatfollows assigned formatrules.

• acknowledge sourceswhen paraphrasinginformation or quotingdirectly from sources.

• include research thatuses a minimum of twocredible sources.

• include research thatuses a broad variety ofmaterials and crediblesources.

Students will:



GRAMMAR andUSAGE

• show control of subject-verb agreement.

• show control of noun-pronoun agreement.

• maintain consistent verbtense.

• maintain correct usageof irregular verb forms.


PUNCTUATION• punctuate ends of

sentences.

• use commas afterintroductory phrases, incompound sentences, orin a series.

• use correct internalpunctuation.


CAPITALIZATION• capitalize, including

within quotation marks.PARAGRAPHING• include paragraph

breaks that reinforceorganizational structure.

CITING SOURCES ▲• include an alphabetical

bibliography and in-textdocumentation thatfollows assigned formatrules.

• acknowledge sourceswhen paraphrasinginformation or quotingdirectly from sources.

• include research thatuses a minimum of twocredible sources.

• include research thatuses a broad variety ofmaterials and crediblesources.



CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


ENGLISH


Use a variety ofmodes (e.g., narra-tive, imaginative,expository, persua-sive) in appropriatecontext.

Use a variety ofwritten forms (e.g.,journals, essays, shortstories, poems,research papers,business and techni-cal writing) toexpress ideas appro-priate to audienceand purpose.

Use multi-stepwriting process (e.g.,identify audience andpurpose, generateideas, plan, draft,confer, revise, andpublish) to expressideas.

Reflect upon andevaluate own writing.

Use a variety ofmodes and writtenforms to expressideas.

Write in a variety ofmodes (e.g., narra-tive, imaginative,expository, persua-sive). ▲

Write in a variety ofmodes (e.g., narra-tive, imaginative,expository, persua-sive) and forms (e.g.,essays, stories,reports) appropriateto audience andpurpose. ▲

Write in a varietyof modes (e.g.,narrative, imagina-tive, expository,persuasive) andforms (e.g., essays,stories, letters,research papers,reports) appropriateto audience andpurpose. ▲

Write in a variety ofmodes (e.g., narra-tive, imaginative,expository, persua-sive) and forms (e.g.,essays, stories, lettersor business communi-cations, researchpapers, technicalreports) appropriateto audience andpurpose. ▲ ■

Write for variedpurposes in a varietyof modes and forms.

Write for variedpurposes in a varietyof modes and forms.

Use effectiveprocesses to generate,compose, organize,revise, and presentwriting.

Format and publishwriting in waysappropriate to topic,context, audience,and purpose.

CommonCurriculum

GoalsContent

StandardsPASS

Criteria

COMMUNICATION: Speak effectively for a variety of audiences and purposes and listen effectively to gather information.

Communicatesupported ideas usingoral, visual, written,and multi-mediaforms in waysappropriate to topic,context, audience,and purpose.

Communicateknowledge of thetopic, includingrelevant examples,facts, anecdotes, anddetails.

Convey main ideaswith some supportingdetails appropriate toaudience andpurpose. ■▲

Convey clear,focused main ideaswith supportingdetails appropriate toaudience andpurpose. ■

Convey clear,focused main ideaswith accurate,relevant supportingdetails, includingdocumentation ofsources, appropriateto audience andpurpose. ■

Convey clear,focused main ideaswith accurate,relevant supportingdetails, includingdocumentation ofsources, appropriateto audience andpurpose. ■▲

Convey clear,focused main ideaswith accurate,relevant supportingdetails, includingdocumentation ofsources and defini-tions of technicalterms, appropriate toaudience andpurpose.

Use and integrateoral, visual, written,or multi-media formsto communicateideas in waysappropriate to topic,context, audience,and purpose.

Structure oral, visual,written, and multi-media presentationsin clear sequence,making connectionsand transitionsamong ideas andelements.

Structure informa-tion in clear se-quence, makingconnections andtransitions amongideas, sentences, andparagraphs.

Demonstrateorganization bydeveloping a begin-ning, middle, andend with sometransitions. ■ ▲

Demonstrateorganization bydeveloping a begin-ning, middle, andend with clearsequencing of ideasand transitions. ■ ▲

Demonstrate organi-zation by developinga beginning, middle,and end and byproviding clearsequencing of ideasand transitions. ■ ▲

Demonstrate organi-zation by developinga beginning, middle,and end and byproviding clearsequencing of ideasand transitions. ■▲

Demonstrateorganization througha variety of strategiesthat include a clearbeginning, middle,and end, appropriateto purpose andaudience.

Organize oral, visual,or multi-mediapresentations in clearcoherent sequencesappropriate to topic,context, audience,and purpose.

Use the language,techniques, andconventions of achosen communica-tion form in waysappropriate to topic,context, audience,and purpose.

Select words that arecorrect, functional,and appropriate toaudience andpurpose.

Use descriptive andaccurate wordsappropriate toaudience andpurpose. ■▲

Use descriptive andaccurate wordsappropriate toaudience andpurpose. ■▲

Use a variety ofdescriptive andaccurate wordsappropriate toaudience andpurpose. ■▲

Use a variety ofdescriptive andaccurate words andvisual aids appropri-ate to audience andpurpose.

Use the languages,techniques, andconventions ofvarious communica-tion forms tocommunicate ideas.


Benchmark1

Benchmark2

Benchmark3 CIM CAM


CommonCurriculum

GoalsContent

StandardsPASS

Criteria

ENGLISH


Benchmark1

Benchmark2

Benchmark3 CIM CAM

Demonstrate controlof eye contact,speaking rate,volume, enunciation,inflection, gestures,and other nonverbaltechniques.

Use eye contact,speaking rate,volume, enunciation,oral fluency, vocalenergy, and gesturesto communicateideas effectivelywhen speaking.

Demonstrate somecontrol of eyecontact and speak atan appropriate rateand volume. ■▲

Demonstrate controlof eye contact,speaking rate,volume, enunciation,and gestures appro-priate to audienceand purpose. ■▲

Demonstrate controlof eye contact,speaking rate,volume, enunciation,and gestures appro-priate to audienceand purpose. ■▲

Demonstrate fluentdelivery with variedinflections, effectiveeye contact, speakingrate, volume,enunciation, andgestures appropriateto audience andpurpose. ■▲

Investigate topics ofinterest and impor-tance, selectingappropriate mediasources and usingeffective researchprocesses.

Identify and frametopics, questions, andpurposes for inquiry;plan and conductresearch.

Acquire, interpret,and use informationfrom print, visual,electronic, andhuman sources.

Demonstrate naturaland fluent deliverywith varied inflec-tions, effective eyecontact, speakingrate, volume,enunciation, ges-tures, and postureappropriate toaudience andpurpose.

Locate and interpretvaried informationsources; distinguishamong facts, sup-ported inferences,and opinions;evaluate information.

Demonstrate ethicaluse of resources andmaterials (e.g.,copyright, citationsof sources).

Use, integrate, andcite researchedinformation andevidence.

Analyze and evaluatethe significance andaccuracy of informa-tion and ideaspresented in written,oral, visual, andmulti-media commu-nications.

Analyze and evaluateoral, visual, andwritten/mediacommunications,considering topic,context, audience,purpose, delivery,and language.

COMMUNICATION: (Continued)

Analyze and evaluateinformation andideas presented inwritten, oral, visual,and multi-mediacommunications.

MATHEMATICS


CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


COMPUTATIONRead, write, andorder real numbers.

Demonstrateconceptual meaningsfor addition, subtrac-tion, multiplication,and division.

Mathematics uses numbers and symbols to define, communicate, and solve problems.

CALCULATIONS AND ESTIMATIONS: Select and apply mathematical operations in a variety of contexts.

Compute with wholenumbers, fractions,decimals, andintegers using paperand pencil, calcula-tors, and computers.

Perform wholenumber calculationsusing paper andpencil and calcula-tors.

Perform calculationson whole numbers,fractions, anddecimals using paperand pencil andcalculators.

Perform calculationson whole numbers,fractions, decimals,and integers usingpaper and pencil,calculators, and/orcomputers.

Perform numeric andalgebraic calculationson real numbers,using paper andpencil, calculators,and/or computerprograms.

Perform numeric andalgebraic calculationson real numbers,expressions, andmatrices, usingappropriate methodsand tools, includingtechnology.

Perform numeric andalgebraic calculationson real numbers,expressions, andmatrices, usingappropriate methodsand tools, includingtechnology.

Select and useappropriate methodsand tools for comput-ing with numbers(e.g., mental calcula-tion, paper andpencil, calculator,computer).

Students will:

• order first through tenth,in numeric, i.e., 1st, orword form, i.e., first.

• add three-digit wholenumbers withregrouping.

• subtract three-digitwhole numbers withregrouping.

• multiply single digitnumbers.

• divide two-digit wholenumbers by single-digitwhole numbers with noremainder.

• identify simple fractionswith numerators andsingle-digit commondenominators frompictorial representations.

Students will:

• identify correctoperations for solvingword problems.

• pose equivalent questionsfor word problems.

• identify the order ofoperations for multiple-step calculations.(Calculations includeaddition, subtraction,multiplication, anddivision.)

• interpret pictorialrepresentations ofpercents.

Students will:

• read numbers from themillions place to thethousandths place.

• order whole numbers,fractions, and decimals.

• multiply by three- ormore-digit numbers incontext (whole numberand decimal).

• divide up to four-digitnumbers by two-digitnumbers in context(whole number anddecimal).

• perform any fractionoperation with rulerdenominators (2, 4, 8,16), including improperfractions.

• perform the four basicdecimal operations.

• identify correctoperations for solvingword problems.

Students will:

• solve real numberproblems posed as directcalculations, wordproblems, or in chart orgraph form.

• order lists of up to fivenumbers, using wordslike largest or smallest,and greater than andless than symbols.

Students will demonstratethese skills by performing orexplaining the followingoperations:

• reading numbers fromthe millions place to thethousandths place.

• ordering whole numbers,fractions with single-digitnumerators and unlikedenominators, anddecimals to thethousandths.

• adding and subtractingup to five-digit numberswith regrouping.

• multiplying up to two-digit numbers.

• dividing up to three-digitby one-digit numberswith remainders.

• performing all fractionoperations with commondenominators; noimproper fractions.

• performing all decimaloperations tohundredths; divisionterminating atthousandths.

• recognizing negativenumbers, e.g., usingtemperature or numberlines.

• recognizing commonpercentages, e.g., 25%,50%, 75%.

• pose equivalentquestions for wordproblems.

• identify the order ofoperations for multiple-step calculations.

MATHEMATICS


CommonCurriculum

GoalsContent

StandardsPASS

CriteriaBenchmark

1Benchmark

2Benchmark

3 CIM CAM

ESTIMATIONUse estimation tosolve problems andcheck the accuracy ofsolutions.

Use estimation tosolve problems andcheck the accuracy ofsolutions.

Estimate solutions toproblems anddetermine if thesolutions are accurateand reasonable.





Use estimation toverify results andidentify potentialerrors when usingtechnology.


Use estimation toverify results andidentify potentialerrors when usingtechnology.

Students will:

• round one-, two- orthree-digit wholenumbers to the nearest10, 100, and 1,000 foraddition and subtractionproblems.

• directly estimate real-world events to thenearest 10 and 100,e.g., grocery bill.

• determine cost to thenearest dollar foramounts under $100.

Students will:

• round (with ranges fromthe nearest hundredth tothe nearest ten-thousand) to estimateanswers to calculations.

• recognize which placewill be the most helpfulin estimating an answer.

• multiply by powers often up to 1,000 tosimplify calculations.

• use front-end estimationto predict ranges forquotients.

Students will use integers to:

• round (with ranges fromthe nearest thousandthto the nearest million) toestimate answers tocalculations.

• recognize which placewill be the most helpfulin estimating an answer.

• multiply by powers of10 up to 1,000 tosimplify calculations.


Students will also roundpercentages, ratios, andfractions.

Students will:

• round to estimateanswers to calculations.

• recognize which placevalue will be the mosthelpful in estimating ananswer.

• multiply by powers of10 to simplifycalculations.


NUMBERTHEORYApply number theoryconcepts to representnumbers in variousways and demon-strate relationshipsamong numbers.

Use ratios, propor-tions, and percents tosolve problems.

Construct and applymathematical rulesand algorithms tosolve problems.

Apply numbertheories, mathemati-cal rules, andalgorithms to solveproblems.

Use concepts of placevalue and groupingin whole numberoperations.

Use concepts ofprimes, factors, andmultiples in wholenumber, fraction, anddecimal operations.

Demonstrate therelationships amongwhole number,decimal, fraction,percent, exponent,and integer opera-tions (includingrelationships involv-ing ratio and propor-tion).

Apply the relation-ships among wholenumber, decimal,fraction, percent,exponent, andinteger operations tosolve problems(including relation-ships involving ratioand proportion).

Apply in context therelationships amongwhole number,decimal, fraction,percent, exponent,and integer opera-tions to solveproblems (includingrelationships involv-ing ratio and propor-tion).

Students will apply:

• place values fromhundredths (usingmoney) to thousands,inclusive.

• addition and subtractionof three-digit numbers toassess regrouping skills.

• the concept of odd andeven numbers.

Students will:

• use place values fromthousandths throughmillions.

• use factors and multiplesto reduce fractions tolowest terms andidentify fractionequivalents.

• recognize primes lessthan 50.

• recognize other numbertheory concepts, such asadditive andmultiplicative identitiesand inverses.

Students will:

• identify prime numbersless than 100.

• factor natural numbersless than 1,000.

• determine and use ratiosand proportions to solveproblems.

• recognize and usescientific notation,square roots, andexponents.

• recognize and use orderof operation rules.

Students will apply:

• equivalent forms of realnumbers.

• factors and greatestcommon factor.

• multiples and leastcommon multiple.

• prime numbers andprime factorization.

• additive andmultiplicative propertiesof zero, one andnegative one.

• ratios and proportions tosolve problems.

CALCULATIONS AND ESTIMATIONS: (Continued)

MATHEMATICS


CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


MEASUREMENT: Select and use units and tools of measurement.

UNITS ANDTOOLS

Determine and useappropriate standardand nonstandardunits and tools ofmeasurement tomeasure to thedegree of precisionand accuracy desiredin particular situa-tions.

Determine appropri-ate units, tools, andtechniques tomeasure to thedegree of precisionand accuracy desiredin particular situa-tions.

Select the appropriateunits and tools tomeasure length,perimeter, weight,area, volume, time,temperature, money,and angle.

Select the appropriateunits and tools tomeasure length,perimeter, weight,area, volume, time,temperature, money,and angle.

Determine appropriateunits and tools tomeasure to thedegree of accuracyrequired in particularsituations.

Determine appropriateunits, tools, andtechniques tomeasure to thedegree of accuracyrequired in particularsituations.

Determine appropriateunits, tools, andtechniques tomeasure to thedegree of precisionand accuracy desiredin particularsituations.

Students will choose themost appropriate tool andunit of measurement forcommon, everyday objectsincluding:

• length—inch, foot,yard, mile, centimeter,meter, kilometer.

• perimeter—addition ofunits of length.

• weight—ounce, pound,gram, kilogram.

• area—in rectangularshapes.

• volume (capacity)—teaspoon, tablespoon,cup, pint, quart, gallon,milliliter, liter.

• time—second, minute,hour, day, week,month, year.

• temperature—degreesFahrenheit, degreesCelsius.

• money—recognition ofall coins, change from$10.00.

• angle—degrees.

Students will use thefollowing units:

• length—inch, foot,yard, mile, centimeter,meter, kilometer.

• perimeter—addition ofunits of length.

• weight—ounce, pound,gram, kilogram, ton.

• area—in rectangularshapes.

• volume (capacity)—teaspoon, tablespoon,cup, pint, quart, gallon,milliliter, liter.

• time—second, minute,hour, day, week,month, year.

• temperature—degreesFahrenheit, degreesCelsius.

• money—recognition ofall coins, change from$100.00.

• angle—degrees.

In addition, students will:

• understand and applythe concept of division ofa surface into unitsquares.

• understand and applythe concept of division ofa rectangular solid intounit cubes.

• solve a variety of wordproblems with monetaryamounts, finding totalsand change due foramounts under $100.00.

Students will solveproblems with any of theunits from previousbenchmark levels (length,perimeter, weight, area,volume, time,temperature, money,angle).


• calculate miles per hourand miles per gallon inmultiple-step problems.

• demonstrateunderstanding of therelationship betweencompass setting and thediameter of a circle.

• work with anglesmeasured in degreesfrom 0 to 360.

• identify combinations ofangles that arecomplementary orsupplementary.

• calculate changes in areaand volume in relationto changes in linearmeasures of figures.

Students will solveproblems with any of theunits from previousbenchmark levels (length,perimeter, weight, area,volume, time,temperature, money,angle) including squaredand cubic units whereappropriate.


• determine margin oferror, error due torounding, and the degreeof accuracy of ameasurement for a givenproblem-solvingapplication.

• estimate measurementsof common objects andgeometric figures.

MATHEMATICS


CommonCurriculum

GoalsContent

StandardsPASS

CriteriaBenchmark

1Benchmark

2Benchmark

3 CIM CAM

DIRECTMEASUREMENTDescribe, estimate,and use measures oflength, perimeter,weight, time,temperature, money,and capacity.

Read and interpretvarious scales (e.g.,number lines, graphs,maps).

Apply direct methodsof measurement inmetric, U.S. custom-ary, and othersystems.

Measure length,perimeter, weight,area, time, andtemperature usingstandard andnonstandard units ofmeasurement.

Measure length,perimeter, weight,area, volume, time,temperature, andangle using standardand nonstandardunits of measure-ment.

Measure length,perimeter, weight,area, volume,temperature, angle,and distance usingstandard andnonstandard units ofmeasurement.

Measure perimeter,weight, area, volume,temperature, angle,and distance ofregular and irregularshapes using standardand nonstandardunits of measure-ment.

Use standard andnonstandard units ofmeasurement to solveproblems in context.

Students will measure in:

• length and perimeter—inches, feet, yards,centimeters.

• weight—pounds,kilograms.

• area—square units.

• time—minutes, hours,days.

• temperature—degreesFahrenheit and Celsius.

(Nonstandard units ofmeasurement are createdfor specific activities andare often not generalized toother situations. Anexample would be tomeasure the length of a deskin crayons, where the crayonis the nonstandard unit.)

Using any customary U.S.or metric units, studentswill:

• read measurements fromillustrations of rulers,clocks (digital oranalog), scales, andthermometers.

• calculate perimeter ofpolygons given themeasurements of sides.

• find areas of trianglesand rectangles.

• determine volume ofrectangular solids giventhe measurements of theedges.

Using any customary U.S.or metric units, studentswill:

• read measurements fromillustrations of rulers,clocks (digital oranalog), scales, andthermometers.

• calculate perimeter andarea from measurementsgiven of sides ofpolygons.

• Calculate surface areaand volume ofrectangular solids giventhe measurements of theedges.

Using any commonmeasurement unit ornonstandard unit of thestudent’s devising, studentswill use diagrams orreadings from illustrationsof measuring devices tosolve problems.

INDIRECTMEASUREMENTMeasure quantitiesindirectly usingalgebra, geometry, ortrigonometry.

Develop and useformulas andprocedures to solveproblems involvingmeasurement.

Apply indirectmethods of measure-ment (e.g., formulas,estimates).

Estimate measure-ments of length andweight.

Make and useestimates of length,weight, capacity,angle, money, andtime.

Use tools, scaledrawings, models,and formulas toestimate and calcu-late length, weight,angle, volume,distance, area,perimeter, and speed.

Use formulas andother indirectmeasures (e.g., righttriangle trigonom-etry, scale drawings)to calculate length,weight, anglemeasure, volume,distance, area,perimeter, andtemperature.

Apply variousmethods of indirectmeasurementincluding trigono-metric ratios, scaledrawings and scalemodels, and math-ematical formulas tosolve problems.

Use geometry andtrigonometry todetermine measure-ments.

Students will estimate:

• length in inches, feet,yards, centimeters, ormeters.

• weight in pounds orkilograms.

Students will estimate:

• length, weight orcapacity in anycustomary U.S. ormetric units.

• the measure of acute,right, or obtuse angles indegrees.

• the passage of time usinga clock face.


• determine perimeterarea and volume fromgiven lengths of sides offigures and everydayitems.

Students will use commonmap scales and ratios todetermine lengths anddistances.

Students will apply, oftenin context:

• the Pythagorean Theorem.

• perimeter formulas forpolygons.

• area formulas fortriangles andquadrilaterals.

• circumference and areaformulas for circles.

• volume formulas forright rectangular solids.

• formulas for finding thenumber of degrees foreach interior angle of aregular polygon.

• definitions ofcomplementary andsupplementary angles.

Students will determineperimeter, area, surfacearea, and volume of:

• any polygon.

• circles.

• rectangular solids.

• pyramids.

• cones.

• cylinder.

• spheres.

Students will solveproblems involving:

• right triangletrigonometry.

• similar figures withcorresponding parts inratio.

MEASUREMENT: (Continued)

MATHEMATICS


CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


STATISTICS AND PROBABILITY: Collect, organize, display, interpret, and analyze facts, figures, and other data.

PROBABILITYGenerate, compare,and analyze data todraw inferences andmake predictions,using experimentaland theoreticalprobability.

Determine theprobability that anevent will occur.

Use concepts ofprobability such aslikely, unlikely, andcertain.

Make predictionsusing experimentalprobability.

Design and carry outsimulations tocompare experimen-tal and theoreticalprobability and tomake predictions.

Use experimental ortheoretical probabil-ity to solve problemsand determine theprobability of anevent.

Use experimental ortheoretical probabil-ity to represent andinterpret situations orproblems involvinguncertainty.

Use experimental ortheoretical probabil-ity to represent andinterpret situations orproblems involvinguncertainty.

Solve problems usingvarious strategies formaking combinationsand/or permutations.

Express probabilitiesusing fractions,ratios, and decimals.

Solve problems usingcombinations and/orpermutations.

Solve problemsinvolving dependentand independentevents.

Solve problems usingconditional probabil-ity.

Students will determineprobabilities using:

• coins.

• number cubes.

• spinners with up to sixsections that may beeither evenly orunevenly divided.

• objects hidden incontainers—up to 100objects.

• daily happenings such asa chance of rain.

Students will determinetheoretical probabilities bycalculating or counting thepossible outcomes in asample space, determinethe number of theseoutcomes that fit thedescription of an event ofinterest, and then expressthe probability as afraction, decimal, or ratio.

Experiments performed oranalyzed by the studentswill include:

• tossing one or morecoins.

• rolling one or morenumber cubes.

• spinning a spinner ofeven or unevendivisions.

• drawing objects from acontainer with andwithout replacement.

• charting observednatural occurrences.

• interpreting data fromgames or sports events.

Students will:

• make predictions forsucceeding trials of anexperiment given theoutcome of precedingrepeated trials.

• make predictions byusing the theoreticalprobability of anoutcome.

• compare probabilitieswith the actualoccurrence of anoutcome.

• determine the number ofpossible combinations ofup to three classes ofobjects, e.g., shirts,pants, and shoes.

Experiments performed oranalyzed by the studentswill include:




• drawing objects from acontainer with andwithout replacement.



Experiments analyzed bythe students will include:




• drawing objects with andwithout replacement.



Students will:

• determine probabilitiesof dependent andindependent events.

• use expected values tosolve problems.

MATHEMATICS


CommonCurriculum

GoalsContent

StandardsPASS

CriteriaBenchmark

1Benchmark

2Benchmark

3 CIM CAM

STATISTICSDisplay and usemeasures of centraltendency andvariability (e.g.,mean, median, mode,range, quartiles).

Analyze and evaluatestatistical claims andarguments forerroneous conclu-sions and/or distor-tions.

Formulate hypoth-eses, design andconduct experimentsusing appropriatetechnology, drawconclusions based ondata, and communi-cate results.

Carry out anddescribe experimentsusing measures ofcentral tendency andvariability.

Carry out simpleexperiments andsimulations andcompare the pre-dicted and actualoutcomes.

Formulate and carryout simple experi-ments and simula-tions. Collect andanalyze data usingmeasures of centraltendency.

Plan and conductexperiments andsimulations usingdata to makepredictions orsupport arguments.Collect and analyzedata using measuresof central tendencyand variability.

Design statisticalexperiments to studyproblems, usingsimulation andmodeling. Conductexperiments,interpret data, anddevelop and commu-nicate conclusionsusing descriptivestatistics.

Design experimentsto analyze andevaluate statisticalclaims and argu-ments. Conductexperiments,interpret data, anddevelop and commu-nicate conclusionsusing descriptivestatistics.

Design and conductstatistical experi-ments, simulations,or surveys; collectdata.

Analyze data usingdescriptive andinferential statistics;interpret statisticalresults.

Students will:

• determine mean,median, mode, andrange of ten or fewernumbers that are eachno larger than 100.

• find one missing datapiece when the mean isknown.

Students will define,compute, and determineappropriate use of thefollowing statistics:

• mean or ”average.”

• median.

• mode.

• range.

• maximum andminimum values.

Students will:

• compute frequency,mean (average),median, mode, andrange.

• make predictions aboutpopulations based onreported samplestatistics.

• determine appropriatedesigns for simulations.

• identify examples ofpopulation that arenormally distributed.

INTERPRETATIONOF DATARead, construct, andinterpret displays ofdata (e.g., charts,tables, graphs) usingappropriate tech-niques and technolo-gies.

Analyze data todetermine strength ofrelationships be-tween sets, drawconclusions, andmake predictions.

Create charts, tables,and graphs and usestatistics to summa-rize data, drawinferences, and makepredictions.

Collect, organize,display, and describesimple data usingcharts, tables,number lines, bargraphs, and linegraphs.

Collect, organize,display, and analyzedata using numberlines, bar graphs, linegraphs, circle graphs,stem and leaf plots,and histograms.

Create, interpret, andanalyze charts, tables,and graphs to displaydata, draw conclu-sions, and solveproblems.

Create, interpret, andanalyze charts, tables,and graphs to displaydata, draw inferences,make predictions,and solve problems.



Students will interpret datafrom charts or tables withfive or fewer entries;horizontal or vertical bargraphs with five or fewerbars; and pictographs thatrepresent ten or fewer datapieces.

Data will be limited to:

• whole numbers through200.

• whole dollar amounts upto $100.

Students will read informationdirectly from a display andcompare two quantities fromthe same display.

Data may be in the form ofmeasurements of:

• time.

• money.

• physical measurements—height, weight,length, distance, etc.

• age.

• quantity.

• speed.

Students will readinformation directly from adisplay and also comparetwo quantities from thesame display.Data may include:

• weather data.

• cost per unit measure.

• length or distance,weight, volume.

• production data.

• cost or income over time.

Displays may include:

• stem and leaf plots.

• box and whisker plots.

• scatter plots.

• double bar graphs.

• double line graphs.

• circle graphs.

• histograms.

Students will interpret andanalyze data in thesedisplay forms:

• frequency distributions.

• charts and tables.

• stem and leaf plots.

• bar graphs andhistograms.

• line graphs—linear andnonlinear.

• circle graphs.

• box and whisker plots.

STATISTICS AND PROBABILITY: (Continued)

MATHEMATICS


CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


ALGEBRAIC RELATIONSHIPS: Describe and determine generalizations through patterns and functions and represent in multiple ways.

EXPRESSIONSANDEQUATIONSRecognize and usemathematicalexpressions andalgebraic operationsto solve problems.

Use mathematicalexpressions andalgebraic operationsto solve equations.

Use variables andopen sentences toexpress algebraicrelationships.

Investigate and solvelinear and nonlinearequations andinequalities, usingconcrete, formal, andinformal methods.

Solve equations andinequalities numeri-cally, graphically,and/or algebraically.

Solve equations andinequalities numeri-cally, graphically,and/or algebraically,applying appropriatetechnology.

Solve equations andinequalities numeri-cally, graphically,and/or algebraically.

Use a variety ofmethods and tools tosolve equations.

Use matrices toorganize and repre-sent information.

Use matrices toorganize informationand to solve systemsof equations.

Use matrices toorganize informationand to solve systemsof equations.

Emphasis is on simple,single-step relationships.Open sentences modelsingle operations —addition, subtraction,multiplication, and divisionof whole numbers.

Students will investigateand solve linear andnonlinear equations andinequalities by:

• creating tables,coordinate graphs, ornumber lines.

• directly solving singlevariable, two-step linearequations andinequalities.

• using pictorial models.

Students will be askedquestions that call for:

• solutions of singlevariable equations andinequalities.

• graphs of one- and two-variable linearequations—slope andintercepts.

• graphs of linearinequalities in both oneand two dimension.

• simple quadratics andtheir graphs.

• graphs of equations andinequalities.

• definitions of functionsincluding domain andrange.

• solutions of a system oftwo linear equations.

• using matrices toorganize information.

REPRESENTATIONSOF MATHEMATICALRELATIONSHIPSDescribe patterns andother relationshipsusing tables, graphs,and open sentences(e.g., variables,expressions, equa-tions, and inequali-ties).

Represent patternsand mathematicalrelationships usingsymbols, graphs,numbers, and words.

Represent anddescribe relation-ships between twoquantities usingwords, symbols,pictures, and/ormanipulatives.

Represent anddescribe relation-ships amongquantities usingwords, tables,graphs, and rules.

Represent relation-ships among variablesusing words, tables,graphs, patterns,generalizations, andequations.

Represent functionsusing and translatingwords, tables, graphs,and symbols.

Represent functionsusing and translatingamong words, tables,graphs, and symbols.

Represent functionsusing and translatingamong words, tables,graphs, and symbols.

Observe, analyze, andexplain relationships(e.g., how a changein one quantity canproduce a change inanother).

Represent how achange in onequantity can result ina change in another.

Analyze relationshipsto explain how achange in onequantity results in achange in another.

Recognize anddistinguish amonglinear, quadratic, andexponential func-tions.

Recognize anddescribe the at-tributes and interre-lationships amongclasses of functions.

Recognize anddistinguish a varietyof classes of func-tions.

Determine andinterpret maximums,minimums, and zerosof functions.

Analyze features of afunction and theeffects on thefunction of changesin the constants orvariables.

Understand andanalyze features of afunction andlimitations on thedomain of a function.

MATHEMATICS


CommonCurriculum

GoalsContent

StandardsPASS

CriteriaBenchmark

1Benchmark

2Benchmark

3 CIM CAM

Recognize, create,extend, and repro-duce patterns and usepatterns and func-tions to describe(model) problems.

Recognize, create,describe, and extendnumeric and geomet-ric patterns.

Recognize, create,describe, and extenda wide variety ofnumeric and geomet-ric patterns.

Recognize, create,describe, and analyzepatterns and se-quences (arithmeticand geometric).

Model situations andsolve problems usinglinear, quadratic, andexponential func-tions.

Model situations andsolve contextualproblems using avariety of functions.

Model situationsand solve problemsusing a variety offunctions.

Students will be asked towork with problems thatdemonstrate a relationshipbetween two quantitiessuch as:

• number of people whocan be seated at a tableand the number of tablesneeded.

• measurementequivalencies.

Students will be asked to:

• recognize patterns andsupply missing elementsin table format.

• recognize amathematicalrelationship in a wordproblem.

• extend and/or generalizepatterns to solve wordproblems.

• supply missing addendsand factors in equations.

Students will:

• identify an element thatdoes not belong in apattern.

• supply an element that ismissing from a pattern.

• choose a writtendescription that explainshow to generate thepattern in a single step.

• reproduce a pattern inanother format.

Patterns could be generatedin a variety of waysincluding:

• addition and subtraction.

• multiples (less than onehundred) of the numberstwo through nine.

• monetary relationshipswith values under tendollars.

• relationships betweenthe numerator anddenominator of afraction using commonmultiples.

• divisions orarrangements of two-dimensional geometricfigures.

• examples of real-worldevents, e.g., season,cycles, architecture.

Students will be asked tointerpret:

• two-column tables.

• bar graphs.

• Cartesian graphs (firstquadrant).

• number sentences.

• written descriptions ofthe relationship.

Students will:

• supply an element that ismissing from a pattern.

• identify an element thatdoes not belong in apattern.

• choose a writtendescription that explainshow to generate thepattern in a single step.

• reproduce a pattern inanother format.

Patterns could be generatedin a variety of ways:

• addition, subtraction,multiplication anddivision of wholenumbers.

• relationships betweenthe numerator anddenominator of afraction using commonmultiples or factors.

• arrangements of two- orthree-dimensionalgeometric figures.

Students will interpretalgebraic relationshipsrepresented by:


• number lines.

• Cartesian graphs.

• arithmetic or geometricsequences.

• written descriptions.

• equations orinequalities.

Students will analyzechanges in one quality dueto changes in anotherquantity using:


• bar graphs.

• linear and nonlinearCartesian graphs.

Students will find and/orinterpret the zeros,maximum or minimumfrom the equation or graphof linear, quadratic, orexponential functions.

Students will work withrepresentations in thefollowing forms:

• numeric — orderedpairs or tables.

• symbolic — one- andtwo-variable equationsand inequalities.

• graphic — number linesand Cartesian graphs.

REPRESENTATIONSOF MATHEMATICALRELATIONSHIPS(continued)

ALGEBRAIC RELATIONSHIPS: (Continued)

MATHEMATICS


CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


GEOMETRY: Reason about geometric figures and properties and use models, coordinates, and transformational geometry to solve problems.

CONCEPTSANDPROPERTIESIdentify, describe,draw, compare, andclassify physicalmodels of geometricfigures.

Recognize, represent,and use geometricfigures and theirproperties.

Sort, classify, anddescribe shapes.

Build, draw, measure,and compare shapes.

Identify, classify,draw, and describegeometric figures.

Interpret, draw, anddescribe two- andthree-dimensionalobjects.

Construct two- andthree-dimensionalmodels using avariety of materialsand tools.

Use concreteexperiences tovisualize and repre-sent two- and three-dimensional geomet-ric figures.

Visualize andrepresent two- andthree-dimensionalgeometric figures.

Visualize andrepresent geometricproperties of two-and three-dimen-sional figures.

Represent geometricfigures and theirproperties usingdrawings, models,and/or the Cartesiancoordinate system.

Represent, interpret,and analyze geomet-ric figures and theirproperties usingdrawings, models,and/or the Cartesiancoordinate system.

Represent, interpret,and analyze geomet-ric figures and theirproperties usingdrawings, models,and/or the Cartesiancoordinate system.

Relate change in anobject’s linearmeasurements tochange in its perim-eter, area, and/orvolume.

Identify geometricshapes in natural andconstructed environ-ments.

Recognize anddescribe geometricshapes and theirfunctions in naturaland constructedenvironments.

Recognize, describe,and analyze geomet-ric shapes and theirfunctions in naturaland constructedenvironments.

Use properties ofgeometric figures andshapes to modelnatural and con-structed environ-ments.

Use properties ofgeometric figures andshapes to developoriginal designs.

Use properties andrelationships ofgeometric figures toanalyze and modelnatural and con-structed forms anddevelop originaldesigns.

Describe, analyze,and reason about theproperties of two-and three-dimen-sional figures.

Students will recognize,describe, and provide real-world counterparts for:

• line segments.

• angles—acute, right,obtuse.

• triangles.

• quadrilaterals—trapezoid,parallelogram,rectangle, rhombus,square.

• pentagons.

• hexagons.

• octagons.

• spheres.

• cubes.

Students will identify,measure, and visualizegeometric figures and theircomponent parts,including:

• points, lines, planes,line segments, rays.

• angles—acute, right,obtuse.

• circles—radius, chord,diameter.

• polygons—triangle, allquadrilaterals,pentagon, hexagon,octagon

• three-dimensionalsolids—sphere, cylinder,pyramid, rectangularsolid, cube.

• concepts of parallel andperpendicular.

Students will identify,measure, and visualizegeometric figures and theircomponent parts,including:

• points, lines, planes,rays, vertices, segments,faces.

• properties of parallel andperpendicular.

• angles—right, acute,obtuse.

• polygons.

• types of triangles—right,acute, obtuse, scalene,isosceles, equilateral.

• features of circles—radius, chord, diameter,tangent line.

• solids—sphere, cylinder,pyramid, prism.

Students will:

• name geometric figuresand identify theirproperties andfunctions.

• mentally visualize andthen select two-dimensional objectscreated from lists ofcomponent parts orverbal descriptions.

• visualize folding of two-dimensional figures,cutting the folded figureand predicting thechanges to the originalshape.

• identify hiddencomponents of three-dimensional figuresshown in a variety ofpositions.

• mentally visualize andthen select the actualthree-dimensional figurepresented in an”unfolded“ format(net).

Geometric figures mayinclude:

• any common two- orthree-dimensionalgeometric shape.

• any component part of atwo-or three-dimensional shape.

• concepts of parallel,perpendicular, and skewlines.

• three-dimensional blockconstructions.

• representations of two-dimensional figures inthe Cartesian coordinatesystem.

MATHEMATICS


CommonCurriculum

GoalsContent

StandardsPASS

CriteriaBenchmark

1Benchmark

2Benchmark

3 CIM CAM

RELATIONSHIPSFind and analyzerelationships amonggeometric figuresusing transformations(e.g., reflections,translations, rota-tions, dilations).

Use given assump-tions to determineproperties of geomet-ric figures, solveproblems, and proveor justify relation-ships between figures.

Identify changes infigures as they movethrough reflectionsand rotations.

Identify and predictthe effects of com-bining, dividing,reflecting androtating figures.

Represent transfor-mations (transla-tions, rotations,reflections) ofgeometric figures.

Use transformations(translations,rotations, reflections)to justify propertiesof figures.

Use transformations(translations,rotations, reflections,dilations) to justifyproperties of figuresand relationshipsamong figures.

Use transformationsto justify propertiesand relationships offigures and under-stand physicalmotions of figures.

Make and testconjectures aboutgeometric shapes andtheir properties, andprove relationshipsbetween them,incorporatingtechnology whereappropriate.

Identify properties ofgeometric figures andcombinations ofshapes.

Investigate figuresand make conjecturesabout their proper-ties.

Use given assump-tions and makeconjectures todiscover or verifyproperties of geomet-ric figures.

Develop conjecturesand arguments todiscover or verify theproperties of figures.

Develop and evaluateconjectures andarguments todiscover or verify theproperties of figures.

Formulate and testmathematicalconjectures andconclusions.

Follow, evaluate, anddevelop mathemati-cal arguments andproofs.

Solve problems usinggeometric relation-ships, spatial reason-ing, and coordinategeometry.

Use geometricrepresentations tosolve problems.

Use geometricdiagrams and modelsto solve problems.

Use geometricmodels and proper-ties of figures (e.g.,Pythagorean Theo-rem) to solveproblems.

Use geometricrelationships, spatialreasoning, andmodels to solveproblems.

Use geometricrelationships, spatialreasoning, andmodels to solveproblems.

Students will visualize:

• three-dimensional shapesshown ”unfolded“ intwo-dimensionalrepresentations.

• folding of individualshapes to showsymmetry.

Students will identifyproperties of geometricfigures by:

• determining which shapedoes not belong to agroup of shapes.

• indicating shapes thatare identical in allproperties.

• recognizing similarshapes (those thatmaintain the sameshape, but are differentin size).

Shapes that may bereflected, rotated, orcategorized include:

• line segments.

• angles.

• triangles

• quadrilaterals—trapezoid,parallelogram,rectangle, rhombus,square.

• pentagons, hexagons,octagons.

• circles, includinglocation of the diameterand radius.

• spheres.

• cubes.

In addition, students willidentify:

• closed and not-closedfigures.

• concepts of inside andoutside of a shape.

Students will find area,perimeter, and volume ofcombined, divided, rotated,or reflected figures.

Students will identifycongruence, similarity, andsymmetry of transformedfigures.

Geometric figures include:

• polygons of eight sides orless.

• simple irregular shapes.

• rectangular solids,spheres, and cylinders.

Transformational motionsare:

• translation—slide.

• rotation—turn.

• reflection—flip.

• dilation—shrinking orenlarging.

Either formal or informalterminology may be used.

Students will be askedabout any of the following:

• transformations(translation, rotation,reflection) with anygeometric shape to provecongruence of two wholefigures or theircorrespondingcomponent parts.

• identification of line(reflection) androtational symmetry of afigure.

Geometric figures mayinclude any polygons,simple irregular shapes,rectangular solids, spheres,or cylinders.

Geometric figures mayappear on coordinategraphs.

Students will solveproblems from anyprevious benchmark level.In addition, students willbe asked about:

• Euclidean theorems anddefinitions related toparallel andperpendicular lines.

• congruence andsimilarity of geometricfigures and theircorresponding parts.

• making conjectures andjustifying geometricproperties.

Students will use propertiesof geometric figures to solveproblems, e.g., verticalangles, transversals.

GEOMETRY: (Continued)

MATHEMATICS


CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


MATHEMATICAL PROBLEM SOLVING: Design, use, and communicate a variety of mathematical strategies to solve problems.

CONCEPTUALUNDERSTANDINGUnderstand andformulate problems,selecting pertinentinformation to solvethem.

Identify problemsand select informa-tion to solve them.

Use pictures, models,diagrams, andsymbols to showmain mathematicalconcepts in theproblem.




Understand andformulate a problemwithin a context;select or providerelevant information;use mathematicalconcepts, models,and representations.

Understand andformulate problems;select or providerelevant information;use mathematicalconcepts, models,and representations.

Understand andevaluate multipleapproaches to solveproblems.

Select and userelevant informationin the problem tosolve it.




PROCESSESANDSTRATEGIESDevelop and applyproblem-solvingstrategies accuratelyto solve problems.

Develop and applyproblem-solvingstrategies accuratelyto solve problems.

Select and usemathematicalstrategies. Applygraphic and/ornumeric models tosolve the problem.

Select and useappropriate math-ematical strategies.Apply graphic and/ornumeric models tosolve the problem.

Select and completeappropriate math-ematical strategies.Apply graphic,numeric, and/orabstract models tosolve the problem.

Select and completeappropriate math-ematical strategies.Apply graphic,numeric, and/orabstract models tosolve the problem.

Select and completeappropriate math-ematical strategies.Apply graphic,numeric,and/orabstract models tosolve the problem.

Consider and chooseamong variousstrategies, algorithms,models, and conceptsto devise and carryout solutions.

COMMUNICATIONCommunicatesolutions andreasoning in an easilyunderstood manner.

Communicatesolution process in aneasily understoodmanner.

Communicate thesolution with clearreasoning applicableto the problem.




Represent andcommunicatereasoning processes,solutions, ideas, andconclusions.

Represent andcommunicatereasoning processes,solutions, ideas, andconclusions.

Use correct math-ematical terminol-ogy, symbols, andnotation.

VERIFICATIONReview and verifysolutions to provetheir accuracy andreasonableness.

Review solutions tosee if they areaccurate and reason-able.

Review the work(calculations andstrategies) to verifythe accuracy andreasonableness of theresults.




Evaluate processes,strategies, calcula-tions, and solutionsto verify reasonable-ness; explore alterna-tive approaches andextensions.

Evaluate processes,strategies, calcula-tions, and solutionsto verify reasonable-ness; explore alterna-tive approaches,extensions, andgeneralizations.

Generalize solutionsand strategies to newproblem situations.

SCIENCE

Oregon Department of Education Oregon Standards – Winter 2000 Italicized text defines eligible content that may appear on the Oregon Statewide Assessment. *Shaded eligible content will go into effect 7/1/2002 and will replace the element of eligible content immediately preceding it.

Eligible content adjusted to align with the 2001 science standards revision would go into effect 7/1/2003.

CommonCurriculum

GoalsContent

StandardsPASS

CriteriaBenchmark

1Benchmark

2Benchmark

3 CIM CAM

Apply foundationconcepts of change,cycle, cause andeffect, energy andmatter, evolution,perception, andfundamental entities.

Apply explanatoryconcepts of model,system, theory,probability, andreplication.

Apply comparisonconcepts of gradient,scale, symmetry,quantification, andinvariance.

Apply relationshipconcepts of popula-tion, equilibrium,force, interaction,field, structure andfunction, time andspace, and order.

NOTE: Applies to allcontent standards inunifying concepts andprocesses.

Science is the rational and systematic observation, identification, description, experimental investigation, and theoretical explanation of natural events. The interrelated areas ofscientific study attempt to answer questions about the physical and living universe.

UNIFYING CONCEPTS AND PROCESSES: Understand and apply major concepts and processes common to all sciences.

Use concepts andprocesses of:

Change, constancy,and measurement.

Identify examples ofchange.

Describe and explaindifferent rates ofchange.

Students will:

• identify and describeexamples of rapidchange and changes thathappen at a slower pace.

• identify and describe thechanges people make intheir environment.

• identify and describe thehuman made andnatural changes thatoccur in theenvironment; e.g.,construction, fires andfloods.*

Identify and explainpatterns of change ascycles and trends.

Students will:

• explain common cyclesin Earth systems e.g.,tides, movements ofcelestial objects,predator-preypopulations, life cycles,the water cycle, the rockcycle.

• understand that cyclescan be described interms of cycle length orfrequency, what thehighest and lowestvalues are, and whenthey occur.

• describe cycles in termsof length or frequency.*

• recognize cyclic patternsin data and distinguishthem from patternsshowing trends.

Describe therelationship betweenconstancy andchange withinsystems.

Students will:

• explain the principle thatenergy can betransferred and mattercan be changed, but thesum of energy andmatter in systems, andtherefore in theuniverse, remains thesame.

• recognize the principlethat energy can betransferred and mattercan be changed, but thesum of energy andmatter in systems, andtherefore in theuniverse, remains thesame.*

• apply the law ofconservation of mass toanalyze chemicalreactions. For example,a change in measuredmass before and after achemical reaction canreveal how much gaswas given off or howmuch oxygen may bedrawn from the airwhen a metal oxidizes.

• describe a chemicalreaction in terms ofconservation of mass.*

• recognize that large scaleconstancy sometimes isexplained by opposingsmall scale changes,e.g., a population mayremain constant eventhough individuals areadded and removed.

Apply unifyingscientific concepts inprojects, investiga-tions, and furtherlearning (within thesciences and otherdisciplines).


Know and applyfundamental con-cepts that unify thesciences (i.e., change,constancy, andmeasurement;systems, order, andorganization;evidence, models,and explanation;evolution andequilibrium; struc-ture and function).


Arrange parts of acycle.

Diagram and explaina cycle.

Students will:

• recognize and describecycles in natural andhuman-made systems.

SCIENCE

Oregon Standards – Winter 2000 Oregon Department of EducationItalicized text defines eligible content that may appear on the Oregon Statewide Assessment. *Shaded eligible content will go into effect 7/1/2002 and will replace the element of eligible content immediately preceding it.


CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark



Systems, order, andorganization.

Recognize anddiagram the parts of asystem.

Identify interactionsamong parts of asystem.

Identify a system’sinputs and outputs.Explain the effects ofchanging the system’scomponents.

Define a system byspecifying boundariesand subsystems,indicating its relationto other systems, andidentifying its inputsand outputs.

Students will:

• describe the relationshipsamong organisms infood chains and simplefood webs.

• recognize therelationships amongorganisms in food chainsand simple food webs.*

• explain the function ofvarious parts of simplephysical systems, suchas in an electrical circuitusing batteries andbulbs.

• identify the function ofvarious parts of simplephysical systems, suchas in an electrical circuitor simple machines.*

• understand that localweather is a result ofchanges in large-scaleweather systems.

• recognize that localweather is a result ofinteractions amonglarge-scale weathersystems.*

Students will:

• apply the concept thatsystem means a set ofparts that functiontogether as a whole.

• analyze the effect on avariety of differentsystems if one of thesystem’s components ischanged.

• predict the effect on avariety of differentsystems if one of thesystem’s components ischanged.*

Students will:

• specify the boundaries ofa subsystem within alarger system andexplain how thesubsystem relates to thelarger system. Forexample, a lake is asubsystem of awatershed.

• specify the boundaries ofa subsystem within alarger system andexplain how thesubsystem relates to thelarger system.*

UNIFYING CONCEPTS AND PROCESSES: (Continued)

See above. See above. See above.

SCIENCE



CommonCurriculum

GoalsContent

StandardsPASS

CriteriaBenchmark

1Benchmark

2Benchmark

3 CIM CAM


Evidence, models,and explanation.

Compare objects,drawings, andconstructions to thereal things theyrepresent.

Use models toexplain how objects,events, and/orprocesses work in thereal world.

Use a model to makepredictions aboutfamiliar and unfamil-iar phenomena in thenatural world.

Use conceptual and/or mathematicalmodels to explainnatural systems.

Students will:

• use physical models toexplain such phenomenaas the solar system orsurface features ofEarth, continents, riversystems, and theirneighborhood. (will beremoved June 30, 2002)

• use pictorial models toexplain relationshipswithin systems such asfood chains, food webs,chains of events, andtheir community.

• use appropriate models(physical, pictorial,numerical, mental) toexplain phenomena,e.g., surface features ofEarth, food chains orwebs, and the solarsystem.*

• understand thatgeometric figures,number sequences,graphs, diagrams,sketches, number lines,maps, and stories can beused to representobjects, events, andprocesses in the realworld, but suchrepresentations cannotusually be exact in detail.

• use geometric figures,number sequences,graphs, diagrams,sketches, number lines,maps, and stories torepresent objects,events, and processes inthe real world, but knowthat such representationscannot usually be exactin detail.*

Students will:

• analyze models to makepredictions about futureevents in the naturalworld.

• use models to makepredictions about futureevents in the naturalworld.*

Students will:

• use conceptual modelsand simple mathematicalmodels for specificpurposes.

• use conceptual modelsand simple mathematicalmodels for specificpurposes, e.g., foodweb, land forms androck cycle.*


Evolution andequilibrium.

Identify examples ofchange over time.

Organize evidence ofa change over time.

Identify and explainevidence of physicaland biologicalchanges over time.

Explain how changeoccurs over timearising from materialsand forms of the past.

Students will:

• observe and recordchange in phenomenafor a period of time.

• sort data and display ina logical sequence.

Students will:

• analyze diagrams of rocklayers to determine theorder in which they weredeposited.

• use diagrams of rocklayers to determine theorder in which the layerswere deposited.*

• explain how the layers inwhich fossils have beenfound indicate theirrelative age.

• compare the shape ofcoastlines of continentsand other evidence toinfer the movement ofcrustal plates.

Students will:

• cite an example of achange identifyingoriginal materials andforms and how theyhave changed.

• cite an example of achange over geologicaltime identifying originalmaterials and formsand how they havechanged.*


See above. See above. See above.

SCIENCE



CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


Describe how somethings change andsome things remainthe same.

Describe actions thatcan cause or preventchanges.

Explain how equilib-rium can be achievedthrough the interac-tion of forces andchanges.

Analyze howphysical, biological,or geological systemscan maintainequilibrium.

Students will:

• explain results ofclassroom experimentsin terms of cause andeffect.

• describe results ofclassroom experimentsin terms of cause andeffect.*

Students will:

• describe how physicaland biological systemsreach stability andremain stable until theirsurroundings changeagain.

• explain how physicaland biological systemsreach stability andremain stable until theirsurroundings changeagain.*

Students will:• explain the forces that

maintain geographicfeatures. For example,continental blockscontinue to exist eventhough portions of thoseblocks rise, fall, and areconstantly eroding awayto the sea.

• identify processes thatmaintain geologicfeatures. *

• explain how someconditions remain thesame even thoughphysical changes areoccurring. For example,the temperature of a panof boiling water stays thesame throughout theboiling period regardlessof the amount of waterin the pan or the rate atwhich heat is applied tothe pan.

• give examples of howsome conditions remainthe same even thoughphysical changes areoccurring.*


Structure andfunction.

Identify structuresthat serve differentfunctions.

Describe physical andbiological examplesof how structurerelates to function.

Identify and describethe relationshipbetween structure andfunction at variouslevels of organizationin life, physical, orEarth/space science.

Compare andcontrast interactionsbetween structuresand functions inphysical and biologi-cal examples.

Students will:• identify particular

structures in animals withthe function they serve,e.g., webbed feet performthe function of paddlingthrough the water.

• relate structures in plantsto their functions, e.g.,tree trunks are solid andstrong, and this enablesthem to provide supportfor the tree.

• describe how the design oftechnological devices isrelated to the function ofthose devices. Forexample, cars are shapedaerodynamically so theywill move easily throughthe air.

• identify and describe thestructures in machinesdesigned for differentfunctions, e.g., trail biketires are wide and have adeep tread while racingbike tires are narrow witha shallow tread.*

• identify characteristics ofnatural structures whichlend themselves to humanuse, e.g., wide, deep,slow-moving rivers areideal for ship traffic.

Students will:

• describe how the designof technological devices isrelated to the function ofthose devices, e.g.,various forms oftransportation are shapedaerodynamically.* (in1999-2000, this wasassigned to the 5th grade)

• describe different kindsof functions necessaryfor organisms that areadapted to a particulartype of ecological niche.For example, predatorsof many kinds rely onswift movements andhighly developed sensorysystems.

• describe different kindsof functions necessaryfor organisms that areadapted to a particulartype of ecologicalniche.*

Students will:

• explain the relationshipbetween structure andfunction at the cell level,e.g., structures in thecell membrane thatcontrol movement intoand out of the cell, thenucleus that controls cellactivities, andchloroplasts that makefood in green plants.


See above. See above. See above.See above.

SCIENCE



CommonCurriculum

GoalsContent

StandardsPASS

CriteriaBenchmark

1Benchmark

2Benchmark

3 CIM CAM

Use basic scientificprocess skills toobserve, measure, usenumbers, classify,question, infer,hypothesize, andcommunicate.

Use integratedscientific processskills to predict,design experiments,control variables,interpret data, defineoperations, andformulate models.

Use scientificprocesses to observe,infer, compare, order,classify, and recog-nize relationships.

CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


PHYSICAL SCIENCE: Understand structures and properties of matter and changes that occur in the physical world.

MATTERUnderstand structureand properties ofmatter.

Identify structuresand properties ofmatter.

Describe objectsaccording to theirphysical properties.

Identify substances asthey exist in differentstates of matter.

Students will:

• distinguish among solids,liquids, and gases.

• identify uniqueproperties of each stateof matter.

• determine whether anunidentified substance isa solid, liquid, or gasfrom a description of itsproperties.

Compare andcontrast properties ofspecific substances.

Students will:

• recognize thatsubstances may begrouped by their physicalor chemical properties.Metals are an exampleof such a group.

• use the concepts ofdensity and buoyantforce to evaluate whichobjects will float or sinkin water.

• describe how todetermine physicalproperties, e.g.,students can identifymaterials based on theirdensity.

Describe and explainproperties of ele-ments and theirrelationship to theperiodic table.

Students will:

• explain atoms and theirbase components(protons, neutrons, andelectrons) as a basis forall matter.

• read and interpret theperiodic table includingelement symbols (suchas H, Cl, Ne), atomicnumbers of an element(number of protons),and atomic massnumber (total numberof protons andneutrons).

• explain the relationshipof the properties of theelements to their positionon the periodic table.

• recognize therelationship of theproperties of theelements to their positionon the periodic table.*

Apply knowledgeand physical scienceconcepts to investi-gations, projects, andnew learning (withinboth the physicalsciences and withinother domains anddisciplines).

NOTE: Applies to allcontent standards inphysical science.

Know and applyfundamental con-cepts of the physicalsciences (i.e.,structures andproperties of matter;chemical andphysical change;motions and forces;interaction of energyand matter).

NOTE: Applies to allcontent standards inphysical science.

Understand andcorrectly use essentialprinciples, organiza-tions, concepts,terminology, andnotations from thedomain of thephysical sciences.

Use information,skills, and investiga-tive processesemployed within thedomain of thephysical sciences.

Investigate, throughresearch and inquiry,important principles,theories, andrelationship from thedomain of thephysical sciences.


SCIENCE



CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


Understand chemicaland physical changes.

Describe chemicaland physical changes.

Describe changesthat occur in matter.

Describe the abilityof matter to changestate by heating andcooling.

Students will:

• infer that heating andcooling cause changes inproperties of matter.

• recognize that heatingand cooling causechanges in states ofmatter.*

• describe the conditionsthat affect changes in thestate of matter, such asfreezing point andboiling point.

• describe the properties ofmatter that affect itschange in state, e.g.,freezing point andboiling point.*

• identify changes in statesof matter that they maysee in theirenvironment, e.g.,puddles disappearing ona warm day, mirrorsfogging up.

• Identify or give examplesof the interchangeabilityof the states of matter,such as liquid water,vapor, clouds, fog,snow, etc.

• identify examples of theinterchangeability of thestates of matter, such asliquid water, watervapor, clouds, fog ,snow.*

Explain commonchemical reactions.

Students will:

• Understand that two ormore elements cancombine to make acompound. Forexample, the elementshydrogen and oxygencombine to make thecompound water.

• recognize two or moreelements can combine tomake a compound, e.g.,the elements hydrogenand oxygen combine tomake the compoundwater.*

Analyze the effects ofvarious factors onphysical changes andchemical reactions.

Students will:

• explain how transfor-mations among solids,liquids, and gases occur(change of state).*

• understand that reactionrates depend on howoften the reacting atomsand molecules encounterone another.

• explain that reactionrates depend on howoften the reacting atomsand molecules encounterone another.*

• describe chemicalreactions, e.g., burning,rusting, baking sodareacting with vinegar,and saliva changingstarches to sugar.* (in1999-2000, this wasassigned to Grade 8Benchmark)

• describe ways in whichchemical reactions canbe speeded up such as byheating, stirringsolutions, increasing theconcentration ofreactants in a solution,increasing the surfacearea of solids, increasingpressure on gases, oradding catalyst/enzyme.

• describe how change ofstate can be influencedby various factors suchas temperature,pressure, andconcentration.

• identify factors that caninfluence change of statesuch as temperature,pressure, andconcentration.*

• recognize examples thatshow when substancescombine or break apartin a chemical reaction,the total mass remainsthe same (conservationof mass)* (in 1999-2000, this was assignedto Grade 8 Benchmark)

Compare physical andchemical changes.

Students will:• distinguish between

examples of chemicalchanges and physicalchanges.

• describe processes thatwill separate thecomponents of physicalmixtures.

• describe events thataccompany chemicalchanges, but notphysical changes, e.g.,color changes,temperature changes, orformation of gas.

PHYSICAL SCIENCE: (Continued)

See above. See above.

SCIENCE



CommonCurriculum

GoalsContent

StandardsPASS

CriteriaBenchmark

1Benchmark

2Benchmark

3 CIM CAM

FORCE ANDMOTIONUnderstand funda-mental forces, theirforms, and theireffects on motion.

Describe electrical,magnetic, gravita-tional, and otherforces and themotions resultingfrom them.

Describe an object’sposition and how toaffect its movement.

Describe and comparethe motion of objects.

Students will:

• predict and explainwhich way an object willmove based upon itsmass, composition, andthe force exerted uponit.

• recognize and describethe motion of an objectbased on one or moreforces acting upon it.*

• explain simple changesin the motion of anobject, such as theacceleration of objectsmoving downhill, theslowing of objects due tofriction, and the curvingof the path of a thrownobject or a satellite.

• recognize and describesimple changes in themotion of an object,such as the accelerationof objects movingdownhill, the slowing ofobjects due to friction,and the curving of thepath of a thrown objector a satellite.*

Explain interactionsbetween force andmatter and relation-ships among force,mass, and motion.

Students will:

• predict the motion of anobject based upon one ormore forces acting on it.

• recognize and describewhich way an object willmove based upon itsmass, and the forceexerted upon it.*

• predict ways to changedirection or speed of anobject by changing theforces acting upon it,e.g., increasingfrictional force.*

• apply the principle thatmoving objects with noforces acting on themcontinue to move at thesame speed and in thesame direction.

• explain the principle thatmoving objects, with noforces acting on them,continue to move at thesame speed and in thesame direction(inertia).*

Identify examples ofelectricity, magne-tism, and gravityexerting force on anobject.

Students will:

• determine whether ornot a magnet will attracta certain substance.

• indicate from a diagramwhether a magnet willpush or pull on anothermagnet.

• compare the strength ofmagnets based on thesize of objects they willpick up.

• compare the strength ofmagnets based on themass of objects they willpick up.*

• explain why compassespoint north.

• recognize thatcompasses point north.*

• recognize that things onor near Earth are pulledtoward it by Earth’sgravity.

Describe and explainthe effects of mul-tiple forces acting onan object.

Students will:

• understand and applythe relationship F=ma insituations in which oneforce acts on an object.

• describe how equal andopposite reactions occurwhen one object exerts aforce on another.

• recognize that equal andopposite forces occurwhen one object exerts aforce on another.*

• infer the nature of theforces acting on anobject, based on themotion of that object.



SCIENCE



CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


ENERGYUnderstand theinteractions of energyand matter.

Explain the interac-tion of energy andmatter.

Identify commontypes and uses ofenergy.

Identify forms andbehaviors of varioustypes of energy.

Compare andcontrast forms andbehaviors of varioustypes of energy.

Describe differencesand similaritiesbetween uses of waveforms (e.g., sound,seismic, electromag-netic) as a means oftransmitting energy.

Students will:• differentiate among the

various forms of energy:heat, light, sound, andelectricity.

• identify the various formsof energy: heat, light,sound, and electricity.*

• identify the effects thatvarious forms of energyhave on matter, e.g.,producing light, motion,sound, warmth, andchange of state.

• recognize the factorsaffecting the behavior ofelectricity and its path offlow through a circuit.

• recognize behavioralproperties of variousforms of energy, e.g.,behavior of electricityand its path of flowthrough a circuit.*

• indicate that the path oflight is always in a straightline, but can be reflected,refracted, or absorbed.

Students will:

• distinguish betweenchemical, heat, light,electrical, sound, andmechanical energy.

• predict which way heatenergy will flow in asystem.

• make predictions aboutthe flow of energy, e.g.,heat and electricity.*

Students will:

• recognize that waves ofall kinds have energythat can be transferredwhen the waves interactwith matter.

• recognize that waves ofall kinds have energythat can be transferredwhen the waves interactwith matter.*

• describe the interactionof waves with matter.For example, UV lightmay result in sunburnedskin, sunlight warms thepavement, andmicrowaves cook food.

• apply the relationships offrequency, wavelength,amplitude, and energy toanalyze wave phenomena.

• apply the concepts offrequency, wavelength,amplitude, and energyto wave phenomena.*

Describe examples ofenergy transfer.

Describe and explaina variety of energytransfers and transfor-mations.

Describe and analyzeexamples of conser-vation of energy.

Students will:• predict which way heat

will transfer (flow)when presented with adiagram of objects atdifferent temperatures.

• tell which way heat willtransfer (flow) whenpresented with adiagram of objects atdifferent temperatures.*

• predict which materialswill conduct heat moreefficiently and whichmaterials can be used toprevent heat loss or heatgain.

• describe which materialswill conduct heat moreefficiently and whichmaterials can be used toprevent heat loss or heatgain.*

• understand that heat isproduced in many ways,such as from light,burning, electricity,friction, and as a by-product of mechanicaland electrical machines.

• identify examples ofenergy transfer instudents’ own lives andenvironment.

• trace the energy derivedfrom fossil fuels back tothe light and heat energyfrom the sun.

Students will:

• apply the principle thatenergy is conserved,neither created nordestroyed.

Students will:

• recognize that heatenergy is a by-product ofenergy transformation.*(moved from 8th gradeeligible content adoptedin March, 1998)

• identify various ways inwhich energy can betransferred, includingchemical reactions,nuclear reactions, lightwaves.

• differentiate betweenpotential and kineticenergy.

• analyze the flow ofenergy through a systemby applying the law ofconservation of energy.



SCIENCE



CommonCurriculum

GoalsContent

StandardsPASS

CriteriaBenchmark

1Benchmark

2Benchmark

3 CIM CAM

ORGANISMSUnderstand thecharacteristics,structure, andfunctions of organ-isms.

LIFE SCIENCE: Understand structure, functions, and interactions of living organisms and the environment.

Describe the charac-teristics, structure,and functions oforganisms.

Classify organismsbased on a variety ofcharacteristics.

Describe basic plantand animal structuresand their functions.

Students will:

• associate specificstructures with theirfunctions in the survivalof the organism, e.g.,the colorful petals of aflower serve to attractinsects, which aid in thereproduction of theplant.

• draw comparisonsbetween structures thatare functionallyequivalent in plants andanimals. For example,the root system in plantsand the circulatorysystem in animals bothserve the function oftransporting nutrients tothe organism.

• identify structures thatare functionallyequivalent in plants andanimals, e.g., the rootsystem in plants and thecirculatory system inanimals both serve thefunction of transportingnutrients to theorganism. *

Describe and explainthe structure and func-tions of an organism interms of cells, tissues,and organs.

Students will:

• identify differences andsimilarities betweenplant and animal cells.

• recognize how structuraldifferences amongorganisms (at both thecellular and organ level)are related to theirhabitat and liferequirements.

• recognize how structuraldifferences amongorganisms at thecellular, tissue, andorgan level are related totheir habitat and liferequirements.*

• draw comparisonsbetween commonstructures in plants andanimals or in twoanimals.

• give examples ofcommon structures inplants and animals or intwo kinds of animals.*

Describe, explain,and compare thestructure andfunctions of cells inorganisms.

Students will:

• identify uniquestructures in cells fromeach of the kingdoms.For example, plant cellshave cell walls andchloroplasts, prokaryoteslack a nucleus, somefungi have cross wallscalled septa and theircells lack chloroplasts.

• identify uniquestructures in cells fromplants, animals, andprokaryotes.*

• identify cell organellesand state how they helpa particular cell carryout its life functions.

• explain the role of thecell membrane duringcell transport.Distinguish betweenactive and passivetransport, includingdiffusion and osmosis,explaining the mechanicsof each. Relate these tothe circulatory,digestive, and excretorysystems of an organism.

• explain the role of thecell membrane duringcell transport.Distinguish betweenactive and passivetransport, includingdiffusion and osmosis,explaining the mechanicsof each.*

Apply knowledgeand concepts fromthe life sciences toinvestigations,projects, and newlearning (within boththe life sciences andwithin other domainsand disciplines.)

NOTE: Applies to allcontent standards inlife science.

Know and applyfundamental con-cepts of the lifesciences (i.e.,characteristics,structures, andfunctions of organ-isms, heredity andbiological evolution;behavior andinterdependence oforganisms, naturalselection andadaptation).

NOTE:Applies to allcontent standards inlife science.

Understand andcorrectly use essentialprinciples, organiza-tions, concepts,terminology, andnotations from thedomain of the lifesciences.

Use information,skills, and investiga-tive processesemployed within thedomain of the lifesciences.

Investigate, throughresearch and inquir-ing, importantprinciples, theories,and relationshipsfrom the domain ofthe life sciences.

Describe the basicneeds of livingthings.

Describe and explainthe relationship andinteraction of organsystems.

Students will:

• distinguish betweenbasic and nonessentialneeds of an organism.

Students will:

• classify organs by thesystem to which theybelong.

• identify organ systems atwork during a particularactivity and describetheir effect on eachother. For example,explain how runningincreases the activity ofthe circulatory,respiratory, muscular,skeletal, and nervoussystems.

SCIENCE



CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


HEREDITYUnderstand thetransmission of traitsin living things.

Describe thetransmission oftraits in livingthings.

Describe how relatedplants and animalshave similar charac-teristics.

Describe the lifecycle of an organism.

Describe how thetraits of an organismare passed fromgeneration togeneration.

Explain laws ofheredity and theirrelationship to thestructure andfunction of DNA.

Students will:

• identify, from a series ofdrawings, the life cycleof common organismssuch as seed plants,butterflies, or frogs.

• describe the life cycle ofcommon organisms,e.g., seed plants,insects, or frogs.*

• recognize that neworganisms are producedby living organisms ofsimilar kind, and do notappear spontaneouslyfrom inanimatematerials.

• recognize that organismsare produced by livingorganisms of similarkind, and do not appearspontaneously frominanimate materials.*

Students will:

• distinguish betweenasexual and sexualreproduction.

• Identify traits which areinherited and thosewhich are acquiredthrough interaction withthe environment.

• identify traits, which areinherited through genesand those which areacquired throughinteraction with theenvironment.*

• use simple laws ofprobability to predictpatterns of heredity.

Students will:

• recognize that DNA is adouble helix structurethat forms long chains,and that each chain isunique to achromosome.

• recognize the structureand function of DNA.*

• recognize changes inDNA (mutations)occur spontaneously atlow rates.

• recognize that changes inDNA (mutations) andanomalies inchromosomes createchanges in organisms.*

• recognize andunderstand thedifferences betweenmeiosis and mitosis incellular reproduction.

• apply concepts ofinheritance of traits todetermine therelatedness of twoorganisms such as inblood typing.

• apply concepts ofinheritance of traits todetermine thecharacteristics ofoffspring, e.g., Mendel’slaws, Punnett squares,and pedigrees.*

DIVERSITY/INTER-DEPENDENCEUnderstand therelationships amongliving things andbetween living thingsand their environ-ments.

Explain the interde-pendence of organ-isms in their naturalenvironment.

Describe a habitatand the organismsthat live there.

Describe the rela-tionship betweencharacteristics ofspecific habitats andthe organisms thatlive there.

Identify and describethe factors thatinfluence or changethe balance ofpopulations in theirenvironment.

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

Students will:

• draw a series of foodchains for specifichabitats.

• identify the producers,consumers, anddecomposers andpredator-preyrelationships in a givenhabitat.

• identify the producers,consumers, anddecomposers in a givenhabitat.*

Students will:

• identify energy sourceswithin a food web anddetermine how energy ispassed through theecosystem, e.g.,producers transfersunlight into chemicalenergy throughphotosynthesis.

Students will:

• predict outcomes ofchanges in resources andenergy flow in anecosystem.

• explain how a species,other than humans, canimpact an ecosystem.

• explain how humansand other species canimpact an ecosystem.*

LIFE SCIENCE: (Continued)


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CriteriaBenchmark

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3 CIM CAM

• explain if and why eachof the living andnonliving elementspresent within a closedenvironment (such as anaquarium) is needed,e.g., rocks are neededfor shelter and plantsprovide oxygen for fish.

• recognize how allanimals depend uponplants whether or notthey eat the plantsdirectly.

• identify the living andnonliving resourcesunique to a specifichabitat and theadaptations of organismsto that habitat. Forexample, the deserthabitat has sun and drysandy soil (nonlivingresources) that thecactus has adapted to bydeveloping thick skinand shallow roots togather and conservewater.

• identify and describehow the balance of bioticand abiotic resourceswill change with theintroduction of a newelement within anecosystem, e.g., factorssuch as increasednumber of predators andclimate changes canlimit the population ofcertain species within theecosystem.

• identify populations oforganisms within anecosystem by thefunction that they serve,eg., producer,consumer, ordecomposer, and howthey interact.

• understand anddifferentiate betweenrelationships amongorganisms includingpredator-prey,parasitism, mutualism,and communalism.

• describe the living andnonliving resources in aspecific habitat and theadaptations of organismsto that habitat, e.g., thedesert habitat has sunand dry sandy soil(nonliving resources)that the cactus hasadapted to by developingthick skin and shallowroots to gather andconserve water.*

• describe how animalbehavior can improvethe chance of survival.Examples might includemutually beneficialrelationships such asremoras cleaning theparasites from fish gills;communication such asscent to mark territoryor warning calls bybirds; social behaviors ininsects, birds, andmammals.

• differentiate betweenrelationships amongorganisms includingpredator-prey,parasitism, mutualism,and commensalism.*

• relate the importance ofniche to an organism’sability to avoid directcompetition forresources. Examplesmight include thatbutterflies have a longerproboscis than bees sothey can feed on nectarfrom the same flowers asbees without directlycompeting with them;different grasslandanimals come to theplains at different timesof the year to eat grassesof a preferred length.

• explain the importanceof niche to an organism’sability to avoid directcompetition forresources, e.g.,butterflies have a longerproboscis than bees sothey can feed on nectarfrom the same flowers asbees without directlycompeting with them;different grasslandanimals come to theplains at different timesof the year to eat grassesof a preferred length.*


See above. See above. See above. See above.See above.See above.

SCIENCE



CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


Describe the prin-ciples of naturalselection andadaptation.

Identify how someanimals gather andstore food, defendthemselves, and findshelter.

Describe howadaptations help anorganism survive inits environment.

Students will:

• identify how anorganisms’ fur color,shape, size etc., adapt toits specific environment.

• identify how anorganism adapts to aspecific environment,e.g., fur, color, shape,size.*

• identify how and whyunique animal and plantstructures and behaviorsare adaptive. Examplesmight include a plantdeveloping thorns forprotection from birdsand larger herbivores;an octopus copying thecolor and texture of itssurroundings forcamouflage; vulturesspreading their wingstoward the sun to killbacteria acquired whenfeeding on carrion.

• identify how and whyanimal and plantstructures and behaviorsare adaptive e.g., aplant developing thornsfor protection from birdsand larger herbivores;an octopus copying thecolor and texture of itssurroundings forcamouflage; vulturesspreading their wingstoward the sun to killbacteria acquired whenfeeding on carrion.*

• describe changes to theenvironment that havecaused some species tobecome endangered.

• describe changes to theenvironment that havecaused the population ofsome species to decline.*

Describe and explainthe theory of naturalselection as amechanism forchange over time.

Students will:

• explain how randomvariations in species canbe preserved throughnatural selection.Examples includecamouflage, long neckson giraffes.

• identify and explain howrandom variations inspecies can be preservedthrough naturalselection, e.g.,camouflage, long neckson giraffes.*

• describe conditions thatmight cause a species tobecome endangered orextinct.

Analyze how livingthings have changedover geological timeusing fossils andother evidence.

Students will:

• recognize that, overtime, natural selectionmay result in speciation(development of a newspecies) as well as thedevelopment ofsubspecies.

• recognize that naturalselection and itsevolutionaryconsequences providescientists with anexplanation for the fossilrecord as well as anexplanation for thestriking molecularsimilarities among variedspecies.

• recognize that naturalselection and itsevolutionaryconsequences provide anexplanation for the fossilrecord as well as anexplanation for themolecular similaritiesamong varied species.*

• explain how biologicalevolution can accountfor the diversity ofspecies developed overtime.


See above. See above.See above.

SCIENCE



CommonCurriculum

GoalsContent

StandardsPASS

CriteriaBenchmark

1Benchmark

2Benchmark

3 CIM CAM

EARTH AND SPACE SCIENCE: Understand physical properties of the Earth, how those properties change, and the Earth’s relationship to other celestial bodies.

THE DYNAMICEARTHUnderstand theproperties andlimited availability ofthe materials whichmake up the Earth.

Identify the structureof the Earth systemand changes that canoccur in its physicalproperties.

Identify materialsthat make up theEarth.

Identify propertiesand uses of Earthmaterials.

Students will:

• recognize that Earthmaterials have differentphysical and chemicalproperties that can beused in different ways,e.g., for buildingmaterials, as sources offuel, or as anenvironment for growingplants.

• identify how soils varyfrom place to place incolor, texture,components, reaction towater and ability tosupport the growth ofplants.

• recognize that soils varyin color, texture,components, reaction towater, and ability tosupport the growth ofplants.*

Compare andcontrast propertiesand uses of Earthmaterials.

Students will:

• compare and contrast avariety of Earthmaterials with the sameusage (buildingmaterials: granite,marble, limestone, andsandstone) in relation tothe differentenvironments in whichthey are found.

• compare and contrast avariety of Earthmaterials with the sameusage, e.g., buildingmaterials such asgranite, marble,limestone, andsandstone.*

Describe changes inthe formation ofEarth materials.

Students will:

• explain cycles such asthe carbon and rockcycle: analyze their rolesin the dynamicequilibrium of Earthsystems.

• describe cycles such asthe carbon cycle and therock cycle.*

• distinguish among ratesof change from suddenand cataclysmic toextremely slow.

• give examples oflandform changes thatoccur at different rates.*

• give examples of changesin Earth materials.

Apply knowledgeand concepts fromthe Earth and spacesciences to investiga-tions, projects, andnew learning (withinboth the Earth andspace sciences andwithin other domainsand disciplines).

NOTE: Applies to allcontent standards inearth and spacescience.

Know and applyfundamental con-cepts of the Earthand space sciences(i.e., structure,energy, and changein the Earth system;relationships withinthe solar system).

NOTE: Applies to allcontent standards inearth and spacescience.

Understand andcorrectly use essentialprinciples, organiza-tions, concepts,terminology, andnotations from thedomain of the Earthand space sciences.

Use information,skills, and investiga-tive processesemployed within thedomain of the Earthand space sciences.

Investigate, throughresearch and inquiry,important principles,theories, andrelationships fromthe domain of theEarth and spacesciences.

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GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


Identify causes ofEarth surfacechanges.

Describe how theEarth’s surfacechanges over time.

Analyze evidence ofongoing evolution ofthe Earth system.

Students will:

• identify effects of windand running water onEarth materials, forexample, erosion of soilby wind.

• identify effects of windand water on Earthmaterials, e.g., erosionof soil by wind.*

• identify the effects ofrapid changes, e.g.,earthquakes, tornadoes,volcanoes, on Earthmaterials.

• identify effects of rapidchanges on Earth’ssurface features, e.g.,earthquakes andvolcanoes.*

Students will:

• recognize the solid Earthis layered with alithosphere, a hotconvecting mantle, anda dense metallic core.

• understand that thelithospheric plates moveat rates of centimetersper year in response tomovements in themantle. Earthquakes,volcanic eruptions,mountain building, andcontinental movementsresult from the platemotions.

• describe howearthquakes, volcaniceruptions, mountainbuilding, andcontinental movementsresult from slow platemotions.*

• distinguish betweenconstructive (crustaldeformation, volcaniceruption and sedimentdeposition) anddestructive (weatheringand erosion) forces inland formation.

• explain the rock cycle interms of constructive(crustal deformation,volcanic eruption, andsediment deposition)and destructive(weathering anderosion) forces in landformation.*

• identify the processesthat result in differentkinds of land forms.

• identify factors affectingwater flow, soil erosion,and deposition.

• understand the evidencethat supports the theoriesof continental drift andplate tectonics.

• understand the evidencethat supports the theoryof plate tectonics.*

Students will:

• describe the movementof crustal plates andidentify the evidence ofsuch movement.

• describe and evaluatetheories of Earth’s originand early history usingscientific evidence.

• analyze geologicevidence to determinegeologic history.

• describe methods ofdetermining ages ofrocks and fossils.

EARTH AND SPACE SCIENCE: (Continued)

See above. See above.See above. See above. See above.

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CommonCurriculum

GoalsContent

StandardsPASS

CriteriaBenchmark

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2Benchmark

3 CIM CAM

Understand changesoccurring within thelithosphere, hydro-sphere, and/oratmosphere of theEarth.

Explain changesoccurring within thelithosphere, hydro-sphere, and/oratmosphere of theEarth.

Identify daily andseasonal weatherchanges.

Describe patterns ofseasonal weather andclimate.

Students will:

• describe weather inmeasurable quantitiessuch as temperature,wind direction, windspeed, and precipitation.

• interpret data over aperiod of time and useinformation to describechanges from day today, week to week, andseason to season.

• interpret data over aperiod of time and useinformation to describechanges in weather fromday to day, week toweek, and season toseason.*

• predict weather patternsfor different parts of theUnited States basedupon season andgeography.

• compare the weather intheir own area withweather in other areasand other climates.

Explain the watercycle and its relation-ship to weather andclimatic patterns.

Students will:

• trace a drop of waterthrough the water cycleand be able to explainthe process.

• explain the process ofthe water cycle.*

• define factors that causeor affect weather pattern.

• identify factors thatcause or affect weatherpattern.*

• identify the differencebetween weather andclimate.

• identify factors whichaffect the rate ofevaporation,condensation, and cloudformation.

• Identify how geography(proximity to oceans,mountains, etc.) affectsclimate.

• explain how geography(e.g., proximity tooceans and mountains)affects climate.*

Analyze the relation-ship between globalenergy transfer andclimate.

Students will:

• describe the effect ofcarbon dioxide and othergases in the atmosphereon the amount of solarenergy captured by theEarth system.

• explain the effect ofozone on solar radiationwhich reaches Earth’ssurface.

• describe the effect ofozone on solar radiationwhich reaches Earth’ssurface.*

• explain how differentialheating of Earth’ssurface, atmosphere,and oceans produceswind and oceancurrents.

• explain how differentialheating of Earth’ssurface, atmosphere,and oceans produceswind and oceancurrents.*

Apply knowledgeand concepts fromthe Earth and spacesciences to investiga-tions, projects, andnew learning (withinboth the Earth andspace sciences andwithin other domainsand disciplines).

NOTE: Applies to allcontent standards inEarth and spacescience.

Know and applyfundamental con-cepts of the Earthand space sciences(i.e., structure,energy, and changein the Earth system;relationships withinthe solar system).

NOTE: Applies to allcontent standards inEarth and spacescience.

Understand andcorrectly use essentialprinciples, organiza-tions, concepts,terminology, andnotations from thedomain of the Earthand space sciences.

Use information,skills, and investiga-tive processesemployed within thedomain of the Earthand space sciences.

Investigate, throughresearch and inquiry,important principles,theories, andrelationships fromthe domain of theEarth and spacesciences.

THE EARTHIN SPACEUnderstand theEarth’s place in thesolar system and theuniverse.

Explain relationshipsamong the Earth,sun, moon, and thesolar system.

Identify and trace themovement of objectsin the sky.

Describe the Earth’splace in the solarsystem and thepatterns of movementof objects within thesolar system.

Explain the relation-ship of the Earth’smotion to the day,year, phases of themoon, and eclipses.

Explain the relation-ship of the Earth’smotion and tilt on itsaxis to changes in theseasons.

Students will:

• describe Earth’smovement in the solarsystem.

• describe Earth’s positionand movement in thesolar system.*

• describe the position, inorder of distance fromthe sun, and movementsof planets in our solarsystem.*

• trace the shape of theorbit of Earth aroundthe sun and the orbit ofthe moon around Earth,with correspondingtimelines.

Students will:• interpret a diagram of

the sun, Earth, andmoon and makepredictions as to phasesof the moon, eclipses, ornight-day cycles.

• predict changes in thelength of daylight due tothe motion of Eartharound the sun.

• predict changes in thehours of daylight due tothe motion of Eartharound the sun.*

• relate the length of aday, a month, and ayear to motions of Earthand the moon.

• relate the length of a dayand a year to motions ofEarth.*

Students will:

• indicate the season inOregon based upon adiagram of the tilt of theEarth on its axis and itsposition relative to thesun.

THE UNIVERSEDescribe naturalobjects, events, andprocesses outside theEarth, both past andpresent.

EARTH AND SPACE SCIENCE: (Continued)

See above.

SCIENCE



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HISTORY AND NATURE OF SCIENCE: Understand science as a human endeavor, the nature of scientific knowledge and the history of science as it relates toand clarifies scientific inquiries.

Understand thatscience is a humanendeavor practicedby individuals frommany differentcultures.

Describe science as ahuman endeavor.

Identify differentways and places inwhich scientistswork.

Describe howscientists studydifferent fields anduse different tech-niques for investiga-tions.

Explain how scien-tists’ investigationsand interpretationshave been influencedby societal, cultural,and personal beliefs.

Explain how scien-tists’ investigationsand interpretationshave been influencedby societal, cultural,and personal beliefs.

Examine the work ofscientists and thedevelopment ofscientific theories orbodies of research.

Understand thatscientific knowledgeis subject to changebased on newfindings and resultsof scientific observa-tion and experimen-tation.

Explain how scien-tific knowledgechanges by evolvingover time, almostalways building onearlier knowledge.

Identify examples ofhow scientificknowledge changesover time.

Describe and explainhow scientificknowledge andprocesses havechanged over time.

Analyze advances inscience and technol-ogy that have hadimportant, long-lasting effects onscience and society.

Analyze scientificinvestigations andidentify the historicalcontributionsinfluencing theinvestigations.

Understand thatscientific knowledgedistinguishes itselfthrough the use ofempirical standards,logical arguments,and skepticism.

Explain that scien-tific knowledge isdeveloped throughthe use of empiricalstandards, logicalarguments, andskepticism.

Identify in scientificinvestigationsexamples of the useof logic, respect forrules of evidence,openness to criticism,and public reportingof methods andprocedures.

Analyze scientificinvestigations for theuse of logic, respectfor the rules ofevidence, opennessto criticism, andpublic reporting ofmethods andprocedures.

Analyze the develop-ment of a recognizedscientific concept,principle, or theoryand explain the useof observation, logic,and creative imagina-tion.

Abstract and analyzescientific writings,theories, andresearch, andarguments.

Evaluate scientific,social, or ethicalimplications ofscientific researchand writings.

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SCIENTIFIC INQUIRY: Use interrelated processes to pose questions and investigate the physical and living world.

Formulate andexpress scientificquestions andhypotheses to beinvestigated.

Formulate andexpress scientificquestions andhypotheses to beinvestigated.

Ask questions aboutobjects, organisms,and events that arebased on observa-tions and can beexplored throughsimple investigations.

Ask questions andmake predictionsthat are based onobservations and canbe explored throughsimple investigations.

Ask questions andform hypotheses thatare based on observa-tions and scientificconcepts and thatcan be exploredthrough scientificinvestigations.

Ask questions andform hypotheses thatare based on observa-tions and scientificconcepts and thatcan be tested throughscientific investiga-tions related to adomain of science.

Ask questions andform hypotheses thatare based on observa-tions and scientificconcepts and thatcan be tested throughscientific investiga-tions related to adomain of science.

Determine areas ofinquiry, framescientific problems,and pose researchquestions andhypotheses involvingscientific relation-ships.

Students will:

• identify questions thatcan be explored througha scientific investigation.

• provide some support orbackground (scienceknowledge, preliminaryobservations, orpersonal interest andexperience) which isrelevant to theinvestigation.*

• formulate or reframe aquestion and/orhypothesis which can beexplored using data in asimple scientificinvestigation.*

• ask questions aboutobjects, organisms, andevents in the world.

• communicatebackground andquestion or hypothesisclearly.*

Students will:

• ask focused questionsabout objects,organisms, and eventsthat can be answeredthrough investigation.

• provide backgroundscience knowledge orpreliminary observationswhich are relevant to theinvestigation.*

• formulate or reframe aquestion and/orhypothesis which can beanswered or tested usingdata gathered in ascientific investigation.*

• identify variables thatinfluence a situation andcan be controlled.

• express a question and/or hypothesis along withexplanation ofbackground informationwhich areunderstandable.*

Students will:• identify appropriate

background researchand study needed inorder to develop uniquenew questions andhypotheses.

• provide backgroundscience knowledge orpreliminary observationswhich are relevant to theinvestigation.*

• identify hypotheses andquestions that aretestable and likely toyield new information orfurther explanations.

• formulate or reframe aquestion and/orhypothesis which can beanswered or tested usingdata gathered in ascientific investigation.*

• identify and controlvariables that influencea situation.

• express question and/orhypothesis along with theexplanation ofbackground informationclearly enough to implyan appropriateinvestigative approach.*

SCIENCE



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Design scientificinvestigations toaddress and explainquestions andhypotheses.

Design scientificinvestigations toaddress and explainquestions andhypotheses.

Plan a simpleinvestigation.

Design an investiga-tion to answerquestions or checkpredictions.

Design a scientificinvestigation toanswer questions ortest hypotheses.

Design a scientificinvestigation thatprovides data toaddress a question orhypothesis specific toa domain of science.

Design a scientificinvestigation thatprovides data toaddress a question orhypotheses specific toa domain of science.

Design scientificinvestigations thatuse precise andappropriate method-ology to addressquestions, examinescientific relation-ships and testhypotheses.

Students will:

• identify which tools touse for the investigation(will be removed June30, 2002)

• use appropriate units ofmeasure for theinvestigation (will beremoved June 30,2002)

• recognize reasons forcontrolling variables.

• record logical procedureswith only minor flaws.*

• communicate asummary of a plan andsome procedures, butgenerally lacks detail.*

• present a practical planfor an investigationwhich substantiallyaddresses the question orhypothesis.*

Students will:

• describe a controlledexperiment (will beremoved June 30,2002)

• recognize a set ofprocedures which willprovide data to addressthe question orhypothesis.

• propose logical, safe,and ethical procedures ina design with only minorscientific errors.*

• identify and use thebasics of experimentingsuch as controllingvariables, quantifyingresults, and observingobjectively.

• communicate a generalplan including somedetailed procedures.*

• identify the type ofinvestigation appropriateto answer the hypothesisor question.

• present a practicaldesign that shouldprovide data applicablefor answering thequestion or testing thehypothesis, although thequantity of data may beinsufficient.*

Students will:

• plan, in advance, thevarious steps of aninvestigation, and themanner in whichfindings will beorganized and reported.

• propose scientificallylogical, safe, and ethicalprocedures in a designwith only minorscientific errors.*

• organize data intoappropriatepresentations such astables and graphs.

• communicate anorganized design andprocedures that haveenough detail that theycould be followed andrevised.*

• design an investigationwhich provides data ofsufficient quantity andquality to answer thequestion or test thehypothesis.

• present a practicaldesign that shouldprovide data of sufficientquantity and quality toanswer the question ortest the hypothesis.*

SCIENTIFIC INQUIRY: (Continued)

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Conduct proceduresto collect, organize,and display scientificdata.

Conduct proceduresto collect, organize,and display scientificdata.

Collect data from aninvestigation.

Collect, organize,and summarize datafrom investigations.

Collect sufficientdata to investigate aquestion, clarifyinformation, andsupport an analysis.

Collect and organizesufficient data byusing methods andprocedures thatsupport analysis.

Collect and organizesufficient data byusing methods andprocedures thatsupport analysis in adomain of science.

Conduct scientifi-cally acceptedprocedures to collect,organize, and displaydata.

Students will:

• recognize how tomeasure and recordsimple properties such astemperature, time,distance, volume, andmass.

• record reasonable andsufficient data and/orobservations generallyconsistentwith theplanned procedure.*

• select and use familiartools, such asmagnifiers,thermometers, andrulers, to gather data.

• design a data table, orother format, useful forrecording measurementsor observations.*

• select and use anappropriate organizationfor data summary.

• transform data withteacher support and withminimal errors.*

Students will:

• gather and record datagenerated throughobservation and/orexperimentation.

• record reasonable dataconsistent with theplanned procedure.*

• organize data to producethe clearest report orstrongest evidence.

• create displays, (e.g.,data tables) forobservation and/ormeasurements, usingappropriate units, in anorganized fashion.*

• represent data inmultiple ways using thebest format for thequestion or hypothesis.

• transform data intodisplays/formats whichpresent and clarifyresults.*

Students will:

• incorporate systematicobservation, criticalreading, accuratemeasurement, andidentification ofimportant variables intoan investigation.

• record reasonable dataconsistent with theplanned procedure.*

• communicate proceduresclearly enough for othersto replicate.

• create displays (e.g.,tables) for observationsand/or measurements,using appropriate units,which are logical andorganized.*

• choose and computeappropriate derivedmathematical valueswhich help answer thequestion or test thehypothesis.

• transform data intodisplays/formats whichpresent and clarifyresults and facilitatescientific analysis andinterpretation.*


SCIENCE



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3 CIM CAM

Analyze scientificinformation todevelop and presentconclusions.

Analyze scientificinformation todevelop and presentconclusions.

Use the data col-lected from aninvestigation toexplain the results.

Analyze, interpret,and summarize datafrom investigations.

Analyze and summa-rize data includingpossible sources oferror. Explain resultsand offer reasonableand accurate inter-pretations andimplications.

Analyze data andevaluate sources oferror and/or bias.Propose explanationsthat are supported bydata and knowledgeof science conceptsand principles.

Analyze data andevaluate sources oferror and/or bias.Propose explanationsthat are supported bydata and knowledge.

Analyze and inter-pret data andrelationships,evaluate investiga-tions, and developsupported explana-tions.

Students will:

• analyze and interpretdata related to thequestion or hypothesis.

• respond to the questionor hypothesis with somesupport from results.*

• analyze data todetermine possiblequestions for furtherinvestigation.

• summarize resultsaccurately.*

Students will:

• identify sources of errorin the data and theimpact on the results.

• use scientific concepts,models, and/orterminology withminimal errors to reportresults and identifypatterns; attempt topropose explanationsusing scientificknowledge.*

• use evidence, includingdata presented and priorscientific knowledge, togeneralize, supportinterpretations andimply.

• use the results of theinvestigation to generateconclusions whichaddress the question/hypothesis.*

• recognize designproblems in aninvestigation and theeffect those problemshave on theappropriateness of, andconfidence in, theinvestigation’sconclusions.

• provide evidence that thedesign and/or procedureshave been reviewed forerrors, suggesting designimprovements whenappropriate.*

Students will:

• propose, recognize,analyze, consider, andcritique alternativeexplanations; distinguishbetween scientific dataand conclusions aboutdata.

• use scientific concepts,models, and/orterminology withminimal errors to reportresults, identifypatterns, and proposeexplanations.*

• communicateconclusions that addressthe question/hypothesisand are supported byresults.

• explicitly use the resultsof the investigation tosupport conclusionswhich address thequestion/hypothesis.*

• use scientific knowledge,evidence, logic, andcarefully constructedarguments forexplanations.

• provide evidence that thedesign, procedures, andresults have beenreviewed to identifysome obvious limitationsor sources of error.*

Use scientificprocesses to observe,infer, compare, order,classify, and recog-nize relationships.

Use instruments,technology, andsoftware correctlyand precisely toconduct inquiry,collect and analyzedata, and create datadisplays.

Communicatescientific informa-tion, problems,processes, results,conclusions, andarguments, using andintegrating writing,speaking, mathemat-ics, and media.


SCIENCE



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SCIENCE AND TECHNOLOGY: Understand the interconnections among science, technology, and society.

Understand therelationship thatexists betweenscience and technol-ogy.

Understand theprocess of techno-logical design tosolve problems andmeet needs.

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SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES: Understand that science provides a basis for understanding and acting on personal and social issues.

Describe the role ofscience and technol-ogy in local, na-tional, and globalissues.

Describe how dailychoices of individu-als, taken together,affect global resourcecycles, ecosystems,and natural resourcesupplies.

Explain risks andbenefits in personaland communityhealth from a scienceperspective.

SOCIAL SCIENCES


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3 CIM CAM

The study of the social sciences (history, civics, geography, and economics) prepares students for responsible citizenship. It enables students to evaluate historical and contemporaryissues, understand global relationships, and make connections between past, present, and future.HISTORY: Relate significant events and eras in United States and world history to past and present issues and developments.

U. S. HISTORYUnderstand andinterpret events,issues, and develop-ments within andacross eras of U.S.history:Era 1: Three WorldsMeet (Beginnings to1620)

Era 2: Colonizationand Settlement(1585-1763)

Era 3: Revolutionand the New Nation(1754-1820s)

Era 4: Expansionand Reform (1801-1861)

Era 5: Civil War andReconstruction(1850- 1877)

Era 6: Developmentof the Industrial U.S.(1870-1900)

Era 7: Emergence ofModern America(1890-1930)

Era 8: GreatDepression and WWII (1929-1945)

Era 9: Post-warUnited States (1945-1970s)

Era 10: Contempo-rary United States(1968- present)

Understand theimportance andlasting influence ofissues, events, people,and developments inU.S. history.

Recognize andidentify the signifi-cance of nationalsymbols and holidays:

National symbols:United States flag,Statue of Liberty,national anthem,Pledge of Allegiance

National holidays:

Fourth of July, LaborDay, Columbus Day,Veteran’s Day,Thanksgiving Day,Martin Luther King,Jr. Day, President’sDay, Memorial Day

Understand howindividuals changedor significantlyinfluenced the courseof U.S. history.

The student will understand:

• How individualssignificantly changedideas, ways of life, thecourse of events, or thestream of history.

• Explorers: ChristopherColumbus, HernandoCortes, Lewis andClark

• Inventors: BenjaminFranklin, ThomasEdison, AlexanderGraham Bell, HenryFord, Orville andWilbur Wright, Dr.Charles Drew

• Leaders: AbrahamLincoln, FrederickDouglass, Susan B.Anthony, Sitting Bull,Jane Addams, HelenKeller, Martin LutherKing, Jr., Cesar Chavez

Understand thecauses, course, andimpact of theAmerican Revolu-tion, including theroles of GeorgeWashington, SamuelAdams, and ThomasJefferson.

Students will understand:

• Issues and events thatled to the Declaration ofIndependence.

• How the AmericanRevolution was foughtand won.

• The impact of theAmerican Revolution.

• Roles of Washington,Adams and Jefferson inthe Revolution.

Understand howvarious groups ofpeople were affectedby events anddevelopments in U.S.history:

• mass migrations(voluntary andforced) andimmigration;


• Effects of 19 th centurywestward migration,European immigration,and rural to urbanmigration on nativepopulations andnewcomers in theUnited States.

• history of slaveryand abolition;


• Conditions of theAfrican slave trade andexperiences of enslavedAfrican Americans and“free Blacks” in theUnited States.

• How the abolitionistsadvocated for the end ofslavery and the impactof their activities.

• How AfricanAmericans resisted theconditions of theirenslavement and usedreligion and family tocreate a viable culture tocope with the effects ofslavery.

• consequences ofwar and famine;


• Effect of the Irish potatofamine in the mid-1800’s on Americansociety.

• Consequences of theCivil War on familiesand soldiers.

• Effects of Indian Warsand opening of the Weston Indian families andway of life.

• benefits of scientificand technologicaldevelopments;


• How advances incommunicationtechnology; the rapidgrowth of transportationnetworks; theproduction of electricity,oil, and steel; and theintroduction of leisuretime and productsaffected everyday lifeand business in theUnited States.

Understand thecauses, characteris-tics, and impact ofpolitical, economic,and social develop-ments in U.S.history:

• Progressivism at thelocal, state, and na-tional levels;


• The concerns ofProgressives at the turnof the century

• The successes ofProgressivism

• The limitations ofProgressivism

• emergence of amodern capitalisteconomy in the1920s;


• How new inventions,new methods ofproduction and newsources of powertransformed work,production, and labor.

• How new ways ofbuying and sellingcreated a consumereconomy/society.

• How corporate changesaffected the society andculture.

• the Great Depres-sion and the NewDeal;


• The causes of the GreatDepression.

• The effect of the GreatDepression on theAmerican family.

• How the Franklin D.Roosevelt administrationand the New Dealaddressed the GreatDepression, redefinedthe role of government,and had a profoundimpact on Americanlife.

• influence of 20thcentury events inAsia and Europeon the U.S.(World Wars I andII).


• The causes of WorldWar I.

• Events that led to theentrance of the UnitedStates into World War I.

Understand thecauses, characteris-tics, and impact ofpolitical, economic,and social develop-ments in U.S.history:

• economic boomafter World WarII;

• causes, course, andimpact of theKorean War andthe Vietnam Warat home andabroad;

• the civil rights/equal rightsmovements;

• reshaping of U.S.foreign policyfollowing the endof the Cold War;

• contemporaryUnited States.

Understand thecauses, characteris-tics, and impact ofpolitical, economic,and social develop-ments in U.S.history.

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• reform movementsand the rise oflabor unions;


• Effects of 19th centuryreform movements andlabor unions on women,factory workers, andminority populations.

• rise of big business,heavy industry,and mechanizedfarming;


• Effects of rapidindustrialization on 19thcentury factory owners,factory workers, citydwellers, and farmers.

• motivations forand impact onother countries ofU.S. territorialexpansion in the19th century.


• Motivations forterritorial expansion tothe Pacific Ocean(“Manifest Destiny)and overseas(expansionistic foreignpolicy).

• Effect of territorialexpansion on othernations and their people.

Understand thepolitical, economic,and social causes,course, and impact ofthe Civil War andReconstruction.


• Events that led to theCivil War.

• How the Civil War wasfought and won.

• How Reconstructionaffected the country.

• The character of the waron the western andeastern fronts in WorldWar I, and how newmilitary technologycontributed to the scaleand duration of the war.

• How the terms of theVersailles Treaty and thesocial and economicchallenges of the postwardecade set the stage forWorld War II.

• How the United Statesand other nationsresponded to aggressionin Europe and Asia.

• The military andeconomic mobilizationof the United Statesduring World War II,and its impact onAmerican society.

• The character of the warin Europe and thePacific, and the role ofinventions and newtechnology on the courseof the war.

Use primary andsecondary documentsand historicalartifacts to interprethistorical events.

Use historicaldocuments, narra-tives, and other datato understandhistorical contextand view U.S. historythrough the perspec-tive of participants.

HISTORY: (Continued)

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3 CIM CAM

Interpret andreconstruct chrono-logical relationships

Understand andinterpret relation-ships in history,including chronol-ogy, cause and effect,change, and continu-ity over time.

Understand calendartime sequences andchronologicalsequences withinnarratives.

Interpret data andchronologicalrelationships pre-sented in timelinesand narratives.

The student will:

• Order events found inhistorical narratives.

• Know how to calculatetime and inferinformation fromtimelines.

Represent andinterpret data andchronologicalrelationships fromhistory, usingtimelines andnarratives.

The student will:

• Identify chronologies ofevents.

• Identify similarities anddifferences in historicalinterpretations.

Reconstruct, inter-pret, and representthe chronology ofsignificant events,developments, andnarratives from U.S.history.

The student will:

• Reconstruct thechronological order ofsignificant events relatedto historicaldevelopments.

• Interpret the relationshipof events occurring overtime.

• Interpret timelines,charts and graphsillustrating chronologicalrelationships.

Understand,reconstruct, andrepresent thechronology ofnarratives anddevelopmentsthroughout U.S.history.

Understand andreconstruct chrono-logical relationships,patterns of successionand duration, and thechronology ofnarratives through-out U.S. history.

Analyze cause andeffect relationships,including multiplecausation.

Recognize andinterpret change andcontinuity over time.

Understand howcontemporaryperspectives affecthistorical interpreta-tions.

Recognize andexplain causes andeffects of significantevents in history, andidentify patterns ofchange and continu-ity over time.

The student will:

• Recognize how forcesfrom different spheres oflife can cause or shapean event.

• Identify the role ofindividual or groupaction in precipitatingchange or maintainingcontinuity.

Compare andcontrast institutionsand ideas in variouseras of history, notingcause and effectrelationships andchange and continu-ity over time.

The student will:

• Recognize and interpretcontinuity and/orchange with respect toparticular historicaldevelopments in early20 th century history.

Analyze cause andeffect relationships,multiple causation,and patterns ofchange or continuityover time.

Analyze cause andeffect relationships,multiple causation,and patterns ofchange or continuitythroughout U.S.history.

Investigate questionsand hypotheses aboutdevelopment in U.S.history throughhistorical researchand social sciencesanalysis.


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WORLD HISTORY

Understand andinterpret events,issues, and develop-ments within andacross eras of worldhistory:

Era 1: Beginnings ofHuman Society

Era 2: Early Civiliza-tions and theEmergence ofPastoral Peoples(4000 BC-1000 BC)

Era 3: ClassicalTraditions, MajorReligions, and GiantEmpires (1000 BC-300 AD)

Era 4: ExpandingZones of Exchangeand Encounters (300-1000)

Era 5: IntensifiedHemispheric Interac-tions (1000-1500)

Era 6: Emergence ofthe First Global Age(1450-1770)

Era 7: Age ofRevolutions (1750-1914)

Era 8: Half-Centuryof Crisis andAchievement (1900-1945)

Era 9: 20th Centurysince 1945: Promisesand Paradoxes

Understand theimportance andlasting influence ofsignificant eras,cultures, issues,events, and develop-ments in worldhistory.

Understand thepolitical, economic,and social character-istics and impact ofearly civilizations anderas on worlddevelopment,including:

• ancient civiliza-tions of Egypt, theAmericas (Maya,Inca, Aztec),China, and Greece;


• Major characteristicsand historical influenceof early civilizations.

• the Roman Repub-lic and Empire;


• Political characteristicsof the Roman Republic,and how they arereflected in law andgovernment in theUnited States today.

• Economic features of theRoman Empire, andhow they compare (orcompared) to similarfeatures in the UnitedStates.

Understand thecauses, characteris-tics, and impact ofpolitical, economic,and social develop-ments, including:

• imperialism andcolonialism in the20th century;


• The extent of Europeancolonization in Asia andAfrica at the turn of thecentury.

• The causes andcharacteristics of theresistance movement inIndia.

• Japanese expansionoverseas to solveeconomic problems.

• revolutions in China,Russia, and Mexico;


• The impact of theChinese Revolution of1911, and the causes ofChina’s CommunistRevolution in 1949.

• The causes andconsequences of theRussian Revolution of1917, and the impacton politics in the UnitedStates in the 1920’s.

Understand thecauses, characteris-tics, and impact ofpolitical, economic,and social develop-ments in the 20thcentury, including:

• dismantling of theempires belongingto Europeannations and Japanafter World Wars Iand II;

• political move-ments in Africa,Eurasia, and LatinAmerica;

• revolution incommunicationand the emergenceof economicinterdependence.

Understand theimportance andlasting influence ofsignificant eras,cultures, develop-ment and ideas inhuman history.

Interpret andreconstruct chrono-logical relationships.

Analyze cause andeffect relationships,including multiplecausation.

Understand relation-ships among events,issues, and develop-ments in differentspheres of humanactivity (i.e., eco-nomic, social,political, cultural).

Understand howcontemporaryperspectives affecthistorical interpreta-tions.

Interpret andrepresent chronologi-cal relationships andpatterns of changeand continuity inworld history.

• Social characteristics ofthe Roman Republic andEmpire.

• The historical legacy ofthe Romans.

Represent andinterpret the generalchronology of worldhistory, usingtimelines andnarratives.

• the Middle Ages;


• The relationshipbetween the RomanCatholic church andsociety in shaping life inthe European MiddleAges.

• The feudal system andmanor life as organizingstructures in the earlyMiddle Ages

• How the growth oftowns and commercecontributed to the end ofthe Middle Ages.

• The historical legacy ofthe Middle Ages.

• the Renaissanceand Reformation;

• The causes andconsequences of theMexican Revolution of1911-1917.

• Nazi Germany andthe Holocaust.


• The development ofNazi racism and thetheory of the “masterrace” in the context of ahistory of Europeananti-Semitism.

• The systemic campaign ofterror and persecution.

• The response of theworld community.

Interpret andrepresent thechronology ofsignificant eventsand developments inworld history.

The student will:

• Reconstruct thechronological order ofsignificant events relatedto historicaldevelopments.

• Interpret the relationshipof events occurring overtime.

• Interpret timelines,charts and graphsillustrating chronologicalrelationships.

Understand andrepresent chronologi-cal relationships inworld history,connecting them tocontemporarydevelopments orevents.

Consider patterns ofchange and continu-ity in world history inrelationship tocontemporary events,issues, problems, andphenomena.

Understand andreconstruct chrono-logical relationshipsand patterns ofsuccession andduration in humanhistory.


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1Benchmark

2Benchmark

3 CIM CAM

The student will understand:• Characteristics of

Renaissance thinking,art, and learning.

• How Renaissancethinking contributed tothe ProtestantReformation and theAge of Discovery.

• How the Reformationaffected politics byunleashing periods ofpersecution and religiouswars.

• agricultural andindustrial revolu-tions;

The student willunderstand:

• How innovations inindustry andtransportation createdthe factory system,which led to theIndustrial Revolution.

• How the IndustrialRevolution transformedcapitalism and affectedthe English class system.

• Identify and explainpatterns of change andcontinuity in worldhistory.

• How the AgriculturalRevolution contributedto and accompanied theIndustrial Revolution.

• How science andeducation increased lifeexpectancy in the1800’s.

• imperialism andcolonialism in thelate 19th century;

The student will understand:• The concepts of

imperialism andnationalism.

• How the IndustrialRevolution andnationalism contributedto European imperialismduring the 19th century.

• How Europeancolonizers interactedwith indigenouspopulations of Africa,India and SoutheastAsia, and how thenative populationsresponded.

• represent andinterpret thegeneral chronologyof world history,using timelines andnarratives;

The student will:• Identify chronologies of

major events andcivilizations.

Compare andcontrast ways of lifein various times andcultures from worldhistory, notingchange and continu-ity over time.


SOCIAL SCIENCES


CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


STATE ANDLOCALHISTORYUnderstand andinterpret events,issues, and develop-ments in the historyof one’s family, localcommunity, andculture.

Understand andinterpret the historyof the state ofOregon.

CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


CIVICS AND GOVERNMENT: Understand and apply knowledge about governmental and political systems, and the rights and responsibilities of citizens.

Understand historic,geographic, social,and economic factorsthat help shapeAmerican societyand ideas aboutgovernment, includ-ing the structure andmeaning of theConstitution and Billof Rights.

Describe the prin-ciples and ideals ofAmerican democracy(e.g., individualrights, public good,self government,justice, equality,popular sovereignty,constitutionalgovernment, rule oflaw, separation ofpowers, checks andbalances, federalism).

Understand theprinciples and idealsupon which thegovernment of theUnited States isbased.

Identify essentialideas and valuesexpressed in nationalsymbols and patrioticsongs of the UnitedStates.

Identify essentialideas expressed in theDeclaration ofIndependence andthe Constitution.


• The concept of rule oflaw.

• The purpose of laws andgovernment, provisionsto limit power, and theability to meet changingneeds as essential ideasof the Constitution.

Understand thepurposes of govern-ment as stated in theConstitution andspecific provisionsthat limit the powerof government inorder to protect therights of individuals.


• The purposes ofgovernment as stated inthe Preamble.

• How the power ofgovernment is limited inthe United States.

• Provisions of the Bill ofRights that protectindividual rights.

Understand how theConstitution can bea vehicle for changeand for resolvingissues as well as adevice for preservingvalues and principlesof society.


• Provisions for amendingthe U.S. Constitutionand the OregonConstitution includinghow amendments maybe introduced, what isrequired for passage andhow the processaccommodates changingneeds and thepreservation of valuesand principles.

• The “supremacy clause”of the U.S. Constitutionas a means of resolvingconflicts between stateand federal law.

• The concept of judicialreview as a means ofresolving conflict overthe interpretation of theConstitution and theactions of government.

Analyze how variousprovisions andfoundational prin-ciples represented bythe Constitutionpromote effective butlimited governmentand apply to issuesand policy in society.

Understand thephilosophy andprinciples uponwhich the govern-ment of the UnitedStates is based.


SOCIAL SCIENCES


CommonCurriculum

GoalsContent

StandardsPASS

CriteriaBenchmark

1Benchmark

2Benchmark

3 CIM CAM

Describe the organi-zation, responsibili-ties and interrela-tionships of local,state, and federalgovernment in theUnited States.

Identify the roles ofthe three branches ofgovernment andexplain how theirpowers are distrib-uted and shared.

Understand theorganization,responsibilities,functions, andinterrelationships offederal, state, andlocal government inthe United States.

Understand thepurposes (e.g., order,stability) and roles ofrules, leaders, andparticipants ingovernment.

Identify and distin-guish among thebranches (legislative,executive, andjudicial) and levels(federal, state, andlocal) of governmentin the United States.


• The names and primaryfunction of each branchof government at thefederal and state levels.

• Public safety,transportation,education and recreationas responsibilities oflocal governments.

Identify how laws aremade and enforcedby government in theUnited States.

The student willunderstand that:

• Laws are made at thefederal level and thestate level.

• Laws are made toprotect individual rightsand the common good.

• Laws are enforced at thefederal, state and locallevels.

Identify how powersand responsibilitiesare distributed andbalanced among thelegislative, executive,and judicial branchesof government atfederal, state, andlocal levels.


• The powers of eachbranch of government asstated in theConstitution.

• How each branch of thefederal governmentchecks and balances thepower of the other twobranches.

• The legislative,executive, and judicialinstitutions at each levelof government.

Understand the roleof laws in the UnitedStates, and theprocesses throughwhich they are made,applied, and en-forced.


• The role of three kindsof law in the UnitedStates: Constitutionallaw, criminal law, andcivil law.

Understand thepurposes behind theorganization of theUnited Statesgovernment and theresponsibilities andinterrelationships ofits three branches, itsagencies, and itslevels (federal, state,local).


• How federalism limitspower, creates moreopportunities for peopleto participate, facilitatesaccountability, andenables the governmentto be responsive andeffective.

• The distribution ofpower between thefederal and stategovernments.

• How each branch of thefederal governmentchecks and balances thepower of the other twobranches.

Explain how laws aredeveloped andapplied to provideorder, set limits,protect basic rights,and promote thecommon good.

Analyze governmentinvolvement at thefederal, state, andlocal levels relativeto the resolution of aparticular issue.

Analyze the develop-ment, application,and enforcement oflaws which signifi-cantly impactparticular segmentsor contexts ofsociety.

Apply understandingof the interrelation-ships among pur-poses, systems,structures, andfunctions of U.S.government.

• How laws are made atthe federal and statelevel.

• How courts areorganized by level andtheir jurisdiction.


• The process by whichlaws are developed atthe federal level and keydifferences between howlaws are developed atthe federal level and inOregon.

• How the Bill of Rightsoffers protection ofindividual rights andhow rights are limitedfor the benefit of thecommon good.

• The role of due processin the protection ofindividuals.

CIVICS AND GOVERNMENT: (Continued)

SOCIAL SCIENCES


CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


Describe personal,political, andeconomic rights ofcitizens in theUnited States.

Describe participa-tory responsibilitiesof citizens in thecommunity(voluntarism) and inthe political process(becoming informedabout public issuesand candidates,joining politicalparties/interestgroups/associations,communicating withpublic officials,voting, influencinglawmaking throughsuch processes aspetitions/initiatives).

Understand the roles,rights, and responsi-bilities of citizens inthe United States.

Identify ways thatpeople can partici-pate in their commu-nities and the rightsand responsibilities ofmembership.

Identify how citizenscan make theirvoices heard respon-sibly in the politicalprocess.


• Citizens can learn aboutpublic issues.

• Citizens can influencethe actions ofgovernment.

Understand citizens’roles and ways ofparticipating respon-sibly in the politicalprocess.


• Civic responsibilities ofAmerican citizenship.

• Opportunities forparticipation in thepolitical process.

Understand the rolesof citizens as in-formed, responsibleparticipants in thepolitical process.


• Civic responsibilities ofAmerican citizens.

• The origins and majorcharacteristics ofAmerican politicalparties and how theyprovide opportunities forcitizen participation.

• Opportunities forparticipation in thepolitical process.

Evaluate strategiesfor informed,responsible participa-tion by citizens in theU.S. political system(local, state, orfederal level).

Apply understandingof the U.S. politicalsystem and citizens’rights and responsi-bilities as informed,ethical participants.

Explain how nationsinteract with eachother, how eventsand issues in othercountries can affectcitizens in theUnited States, andhow actions of theUnited States canaffect other peoplesand nations.

Describe how theAmerican conceptsof democracy andindividual rights andresponsibilitiesinfluence events inother countries andhow events in othercountries influenceAmerican politicsand society.

Describe U.S. foreignpolicy and itsconsequences inrelation to nationalinterest and Ameri-can values.

Understand how theUnited Statesgovernment relatesand interacts withother nations.

Recognize that theworld is divided intodifferent nations thatinteract with oneanother (e.g., trade,cultural exchange,cooperation, andconflict).

Recognize examplesof how nationsinteract with oneanother throughtrade, diplomacy,cultural contacts,treaties, and agree-ments.


• Nations interacteconomically.

• The United Statesmakes treaties with othernations, includingIndian nations.

• Nations demonstrategood will toward othernations in a variety ofways.

Identify how actionsof the U.S. govern-ment affect citizensof other countriesand, in turn, affect itsown citizens.


• How the U.S.government affectscitizens of othercountries.

• How U.S. governmentactions with othernations affect citizens ofthe United States.

Understand thepurposes andfunctions of majorinternationalorganizations (e.g.,United Nations,NATO, Red Cross)and how the UnitedStates interacts withother nationsthrough them.


• The purposes andfunctions of the UnitedNations, and the role ofthe United States in theUnited Nations.

• The purpose andfunction of internationalhumanitarian agenciesand special interestadvocacy groups, andhow the United Statesinteracts with people inother nations throughthese organizations.

Evaluate and defendpositions on interna-tional issues in lightof national interests,values, and prin-ciples.

Understand howother governmentand political systemscompare and interactwith those of theUnited States.

CIVICS AND GOVERNMENT: (Continued)

SOCIAL SCIENCES


CommonCurriculum

GoalsContent

StandardsPASS

CriteriaBenchmark

1Benchmark

2Benchmark

3 CIM CAM

GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues.

Understand thespatial concepts oflocation, distance,direction, scale,movement, andregion.

Recognize and useappropriate geo-graphic tools andtechnology (e.g.,maps, globes, graphs,diagrams, aerial andother photographs,and satellite-produced images) toanswer geographicquestions, analyzespatial distributionsand patterns, andsolve geographicproblems.

Locate places andexplain geographicinformation orrelationships byreading, interpreting,and preparing mapsand other geographicrepresentations.

View and drawsimple maps andpictures to locate,describe, and showmovement amongplaces.

Examine and preparemaps, charts, andother visual represen-tations to locateplaces and interpretgeographic informa-tion.

The student will:

• Know and use basicmap elements to answergeographic questions ordisplay geographicinformation.

• Use maps and charts tointerpret geographicinformation.

• Use other visualrepresentations tolocate, identify anddistinguish physical andhuman features of placesand regions.

Read, interpret, andprepare maps, charts,graphs, and othervisual representationsto understandgeographic relation-ships.

The student will use:

• Maps, charts and graphsto understand patternsof movement over timeand space.

• Maps, charts, graphs,and photographs toanalyze spatialdistributions andpatterns.

Use, interpret, andconstruct geographicrepresentations(maps, globes, charts,graphs, diagrams,models, photographs,databases) to analyzeinformation, explainspatial relationships,and compare places.

The student will:

• Understand theadvantages anddisadvantages of usingvarious geographicrepresentations to depictand solve geographicproblems.

• Use a variety ofgeographicrepresentations toanalyze information,and make decisionsregarding geographicissues.

Use, analyze, anddesign geographicrepresentations tointerpret andevaluate informationrelated to a specificcontext.

Use, analyze, anddesign geographicrepresentations tointerpret andevaluate informationand support conclu-sions.

Locate majorphysical and human(cultural) features ofthe Earth.

Use maps to organizeinformation aboutpeople, places, andenvironments in aspatial context.

Locate and identifyon maps the conti-nents of the world,the 50 states of theUnited States, andthe major physicalfeatures of Oregon.

The student will know:

• The names of thecontinents and theirrelative size, shape, andlocation.

• The names of the fiftystates and their locationrelative to other states.

• The location andgeographic significanceof major mountains,rivers and land regionsof Oregon.

Locate and identifyon maps and globesthe regions of theworld and theirprominent physicalfeatures.

The student will identify:

• The location of majormountain ranges,deserts, rivers, culturalregions and countries inthe world.

Locate and identifyplaces, regions, andgeographic featuresthat have playedprominent roles inhistorical or contem-porary issues andevents.

The student will:

• Understand howgeography played asignificant role in theoutcome of historicalevents in the first half ofthe 20th century.

• Locate, identify andexplain changes inpolitical boundaries from1900-1945.

• Locate and identifyplaces and regions mostprominent incontemporary events inOregon, the UnitedStates and the world.

Locate places andregions that havesignificance within aspecific context anddescribe theirphysical, social,cultural, political,and economiccharacteristics.

Locate, map, anddescribe majorphysical and humangeographic phenom-ena (e.g., regions ofstrategic importance,political boundaries,distributions ofpopulations orcultures, geologicalfault lines, sources ofweather patterns) ofsignificance tohistorical andcontemporary eventsand issues.

SOCIAL SCIENCES


CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


Compare physical(e.g., landforms,vegetation, wildlife,climate, and naturalhazards) and human(e.g., population,land use, language,and religion)characteristics ofplaces and regions.

Identify and explainphysical and humancharacteristics ofplaces and regions,the processes thathave shaped them,and their geographicsignificance.

Identify physicalcharacteristics ofplaces and comparethem.

Identify physical andhuman characteris-tics of regions in theUnited States andthe processes thathave shaped them.

The student will identify:

• Major landforms, bodiesof water, vegetation,and climate found inregions of the UnitedStates.

• Type of economicactivity, populationdistribution, and citiesfound in regions of theUnited States.

Explain and comparephysical and humancharacteristics ofmajor regions andsignificant places inthe world.

The student will:

• Locate and identifypopulation centers andgeographic reasons fortheir locations.

• Identify, locate, andcompare the culturalcharacteristics of placesand regions.

• Recognize relationshipsbetween the physical andcultural characteristicsof a place or region.

Analyze changes inthe physical andhuman characteris-tics of places andregions, and theeffects of technology,migration, andurbanization onthem.

The student will:

• Use geographic tools tomake and identifychange in a place overtime, and to inferreasons for the change.

• Analyze the effects oftechnological change ona country’s standard ofliving.

• Analyze the physicaland socioeconomicchanges that occur inurban areas that gainpopulation and inregions that losepopulation.

Analyze interrela-tionships among thecharacteristics ofplaces and thephysical, social,cultural, economic,or technologicalprocesses that shapethem.

Analyze interrela-tionships among thecharacteristics ofplaces and thephysical, social,cultural, economic,or technologicalprocesses that shapethem.

Understand thesocial, cultural, andeconomic processesthat change thecharacteristics ofplaces and regionsover time (e.g.,development,accessibility, migra-tion, resource use,belief systems,transportation andcommunicationsystems, majortechnologicalchanges, environ-ment, wars).

Understand whyplaces and regionsare important tohuman identity andserve as symbols tounify or fragmentsociety.

Analyze the causes ofhuman migration(e.g., density, foodand water supply,transportation andcommunicationsystems) and itseffects (e.g., impacton physical andhuman systems).

Understand thefunctions, sizes, andspatial arrangementsof urban areas onEarth.

Compare andcontrast one area ofsettlement to another(e.g., resources,length of settlement,accessibility).

Predict trends inworld populationnumbers and patternsincluding differencesin settlement ofdeveloping anddeveloped countries.

Understand thedistribution andmovement of people,ideas, and products.

Identify populationpatterns and culturesin a community.

Identify patterns ofmigration andcultural interactionin the United States.


• How physical geographyaffects the routes, flowand destinations ofmigrations.

• How migrations affectthe culture of emigrantsand native populations.

• Cultural characteristicsfound in the UnitedStates that originated inother cultures, and themeans by which theycame to the UnitedStates.

Identify patterns ofpopulation distribu-tion, migration, andcultural interactionin the United States.

The student will:

• Identify patterns ofpopulation distributionand infer causes.

• Understand patterns ofmigration streams inU.S. history.

• Understand howmigration streams affectthe spread of culturaltraits.

Understand howtransportation andcommunicationpatterns haveaffected the flow andinteractions ofpeople, ideas, andproducts.


• How transportation andcommunication systemsof the present compareto those of the past, andhow this changesperceptions of space andtime.

• How communicationand transportationtechnologies contributeto trade and culturalconvergence.

Analyze issues andeffects of populationdemographics,distribution, andcultural and move-ment patterns withina specific context.

Analyze processes ofhuman and culturaldistribution, migra-tion, acculturation,interaction, assimila-tion, or conflict.

GEOGRAPHY: (Continued)

SOCIAL SCIENCES


CommonCurriculum

GoalsContent

StandardsPASS

CriteriaBenchmark

1Benchmark

2Benchmark

3 CIM CAM

Describe the conse-quences of humanschanging thephysical environ-ment (e.g., ozone,forests, air, water)and how humanchanges in one placeaffect other places.

Understand howdiffering points ofview, self interests,and global distribu-tion of naturalresources play a rolein conflict overterritory.

Describe howphysical characteris-tics of places andregions affect humanactivities.

Understand thegeographic results ofresource use andmanagementprograms andpolicies.

Explain how humansand the physicalenvironment impactand influence eachother.

Describe howpeople’s lives areaffected by thephysical environ-ment.

Explain how physicalenvironments areaffected by humanactivities and presentopportunities,constraints, andhazards for people.


• How human activitycan impact theenvironment.

• How the physicalenvironment presentsopportunities foreconomic andrecreational activity.

• Constraints to humanactivity caused by thephysical environmentand the effect on humanactivity of naturalhazards.

Explain how humanmodification of thephysical environ-ment in a placeaffects both thatplace and otherplaces.


• How the process ofurbanization affects thephysical environment ofa place, the culturalcharacteristics of aplace, and the physicaland humancharacteristics of thesurrounding region.

• How clearing vegetationaffects the physicalenvironment of a placeand other places.

Analyze humanmodifications of thephysical environ-ment, their globalimpacts, and conse-quences for humanactivity.


• Distinctions amongrenewable resources,non- renewableresources, and flowresources and the globalconsequences ofmismanagement.

• How different methodsof extracting and usingresources affect theenvironment.

• How and why differentpeople relate and reactdifferently to the landand its resources.

Analyze an issue,event, phenomenon,or problem in termsof the interactionand interdependenceof physical andhuman systems.

Analyze issues,events, phenomena,or problems in termsof the interactionand interdependenceof physical andhuman systems.

CommonCurriculum

GoalsContent

StandardsPASS

Criteria

ECONOMICS: Understand economic concepts and principles and how available resources are allocated in a market economy.

Understand thatresources are limited(e.g., scarcity,opportunity, cost).

Understand how theU.S. marketeconomy functions asa system to addressissues of resourceallocation, includingproduction, con-sumption, andexchange of goodsand services.

Understand thatlimited resourcesmake economicchoices necessary.

Understand that alleconomic choiceshave costs andbenefits, and com-pare options in termsof costs and benefits.


• Whenever a choice ismade, there is a cost.

• People choose to tradewhen each side expectsto benefit from theexchange.

• Options can be analyzedin terms of cost andbenefits.

Understand incen-tives in a marketeconomy thatinfluence individualsand businesses inallocating resources(time, money, labor,natural resources).


• People respondpredictably to positiveand negative incentives.

• Price is an incentive forboth buyers andproducers/ sellers in themarketplace.

Understand howincentives, specializa-tion, and competi-tion affect produc-tion and consump-tion in a marketeconomy.


• Specialization increasesefficiency, potentialoutput, and consumerwell being, but mayhave negative sideeffects.

• Competition amongsellers leads to lowerprices and encouragesproducers to producemore of what consumersare willing to buy.Competition amongbuyers increases pricesand allocates goods andservices only to thosewho can afford them.

Examine how theU.S. marketeconomy functionswithin a contempo-rary context.

Examine how amarket economyfunctions as a systemand compare withother economicsystems.

Benchmark1

Benchmark2

Benchmark3 CIM CAM

GEOGRAPHY: (Continued)

SOCIAL SCIENCES


CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark


Understand eco-nomic trade-offs andhow choices result inboth costs andbenefits to individu-als and society.

Understand eco-nomic concepts,principles, andfactors affecting theallocation of avail-able resources in theU.S. marketeconomy.

Understand the roleof government andinstitutions (i.e.,banks, labor unions)in various economicsystems in the U.S.market economy.

Understand howeconomic conditionsin a market economyinfluence and areinfluenced by thedecisions of consum-ers, producers,economic institu-tions, and govern-ment.

Understand howsupply and demandinfluence price, andhow price increasesor decreases influ-ence the decisions ofconsumers.


• Prices rise and falldepending on supply anddemand.

• Consumers respondpredictably tofluctuations in price.

Understand howbanks and creditunions serve saversand borrowers.


• Banks and credit unionsare institutions wherepeople save money andearn interest, and whereother people borrowmoney and pay interest.

• Interest rates provideincentives forborrowing.

Understand howconsumers, produc-ers, economicinstitutions, andgovernment respondto changes in theeconomy.


• People make economicdecisions by comparingcosts and benefits.

• Consumer demand andmarket price directlyimpact one another.

• Government responds toproblems in the economy(rapid inflation or risingunemployment) withfiscal and/or monetarypolicies.

• Government can affectinternational tradethrough tariffs, quotasand trade agreements.

Use economicindicators (consumerprice index, produc-tivity, unemploy-ment, GNP) tounderstand currenteconomic conditionsand their relationshipto the behavior ofsavers, borrowers,investors, producers,and consumers.

Analyze trends ineconomic conditionsand indicators, andtheir relationship tonational and interna-tional political social,and geographicfactors.

Apply economicconcepts andprinciples to issues ofpersonal finance.

Demonstrate theknowledge and skillsnecessary to makereasoned andresponsible financialdecisions as aconsumer, producer,saver, and investor ina market economy.

Identify ways ofmaking money to buya desired product andwhat it will cost intime and energy foreach option.

Understand theprocesses of earning,saving, spending,budgeting, andrecord keeping inmoney management.


• People earn income byexchanging their laborfor wages and salaries.

• Saving is the part ofincome not spent ontaxes or consumption.

• Spending involvesexchanging money forgoods or services.

• A budget is a record-keeping plan formanaging income andspending.

Understand factorsthat determinepersonal income andpredict futureearnings, based onplans for educationand training.


• A wage or salary is theprice of labor, and isusually determined bythe supply and demandfor labor.

• People’s incomes, inpart, reflect choices theyhave made abouteducation, training, skilldevelopment andcareers.

Analyze the potentialrisks and returns ofvarious investmentopportunities in amarket economy,including entrepre-neurship.

The student will be able to:

• Identify potentialincentives anddisincentives ofentrepreneurship.

• Identify potential risksand returns of economicdecisions under variouseconomic conditions.

• Recognize how workerscan increase theirproductivity byimproving their skills orby using tools andmachinery.

Apply the conceptsof marginal cost andmarginal benefit inmaking economicdecisions regardingfinancial planning,the use of credit, andthe purchase of goodsand services.

Analyze and evaluateeconomic issues,problems, anddecisions at local,national, or interna-tional levels, consid-ering economic data,concepts, andtheories.

ECONOMICS: (Continued)

SOCIAL SCIENCES


CommonCurriculum

GoalsContent

StandardsPASS

CriteriaBenchmark

1Benchmark

2Benchmark

3 CIM CAM

SOCIAL SCIENCE ANALYSIS: Design and implement strategies to analyze issues, explain perspectives, and resolve issues using the social sciences.

Define and clarify anissue so that itsdimensions are wellunderstood.

Identify, research,and clarify an event,issue, problem, orphenomenon ofsignificance tosociety.

Gather, use, andevaluate researchedinformation tosupport analysis andconclusions.

Identify an issue orproblem that can bestudied.

Examine an event,issue, or problemthrough inquiry andresearch.

Gather, use, anddocument informa-tion from multiplesources (e.g., print,electronic, human).

Clarify key aspects ofan event, issue, orproblem throughinquiry and research.

Gather, interpret,use, and documentinformation frommultiple sources,distinguishing factsfrom opinions andrecognizing points ofview.

Define, research, andexplain an event,issue, problem, orphenomenon and itssignificance tosociety.

Gather, analyze, use,and documentinformation fromvarious sources,distinguishing facts,opinions, inferences,biases, stereotypes,and persuasiveappeals.

Define, research, andexplain a significantevent, issue, problem,or phenomenon, itscontext and itsimplications forindividuals andcommunities.

Generate or gather,analyze, interpret,and evaluate data,statistics, andinformation, notingpatterns, limitations,and biases.

Define, research, andexplain complexevents, issues,problems, or phe-nomena (historical orcontemporary) ofsignificance tosociety.

Generate or gather,analyze, interpret,and evaluate data,statistics, andinformation, notingpatterns, limitationsand biases.

Use, integrate andcommunicateresearch and analysisfor a variety ofpurposes, audiences,and contexts.

Explain variousperspectives on anevent or issue andthe reasoning behindthem.

Understand anevent, issue, problem,or phenomenon frommultiple perspectives.

Identify and comparedifferent ways oflooking at an event,issue, or problem.

Identify and studytwo or more points ofview on an event,issue, or problem.

Examine a controver-sial event, issue, orproblem from morethan one perspective.

View and explain anevent, issue, problem,or phenomenon fromvaried or opposedperspectives or pointsof view.

View and understandan event, issue,problem, or phenom-enon in multipleways, using informa-tion and perspectivesfrom various disci-plines or interests.

View and understandcomplex events,issues, problems, andphenomena usingmultiple perspectivesfrom the socialsciences (i.e.,historical, geo-graphic, political,economic, sociologi-cal, anthropological,psychological).

Identify, analyze, andselect a course ofaction to resolve anissue.

Identify and analyzecharacteristics,causes, and conse-quences of an event,issue, problem, orphenomenon.

Identify, compare,and evaluate out-comes, responses, orsolutions, then reacha supported conclu-sion.

Identify how peopleor other living thingsmight be affected byan event, issue, orproblem.

Identify possibleoptions or responses,then make a choiceor express anopinion.

Explain characteris-tics of an event,issue, or problem,suggesting possiblecauses and results.

Identify a response orsolution and explainwhy it makes sense,using support fromresearch.

Examine the variouscharacteristics,causes, and effects ofan event, issue, orproblem.

Consider two ormore outcomes,responses, or solu-tions, identify theirstrengths andweaknesses, thenconclude and justifywhich is the best.

Analyze an event,issue, problem orphenomenon,identifying character-istics, influences,causes, and bothshort- and long-termeffects.

Propose, compare,and judge multipleresponses, alterna-tives, or solutions,then reach a defen-sible, supportedconclusion.

Analyze an event,issue, problem, orphenomenon withina particular context,explaining multiplecharacteristics,causes, and conse-quences.

Propose, compare,and evaluate multipleresponses, alterna-tives, or solutions,considering context,using defensiblecriteria, and support-ing conclusions.

Analyze multiplecharacteristics,causes, and conse-quences of events,issues, problems, andphenomena atvarious levels, fromlocal to interna-tional.

Propose, compare,and evaluate multipleresponses, alterna-tives, or solutions,using supporting dataand defensiblecriteria to reachreasoned conclusions.

ARTS


CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark

3CIM CAM

AESTHETICS AND ART CRITICISM: Respond to, explain and analyze works of art, based on technical, organizational and aesthetic elements.

Use knowledge oftechnical, organizationaland aesthetic elementsto describe and analyzeone’s own art and the artof others.

Explain and analyzeworks of art, applyingknowledge of technical,organizational andaesthetic elements.

Recognize artisticelements in works of art.

Identify artistic elementsand principles whichcan be used to analyzeworks of art.

CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark

3CIM CAM

HISTORICAL AND CULTURAL PERSPECTIVES: Understand how works of art relate to the time periods and cultures in which they are created and how certain works of artfrom various time periods and cultures are related.

Identify both commonand unique characteris-tics found in works of artfrom various timeperiods and cultures.

Understand that the artshave a historicalconnection.

Explain how a work ofart reflects the artist’spersonal experience in asociety or culture.

Understand how the artsserve a variety ofpersonal, professional,practical and culturalneeds.

Relate works of art fromvarious time periods andcultures to each other.

Identify an event orcondition whichinspired a work of art.

Identify distinguishingfeatures of works of artand their historical andcultural contexts.

Recognize and describehow technical, organiza-tional and aestheticelements contribute tothe ideas, emotions andoverall impact commu-nicated by works of art.

Analyze how technical,organizational andaesthetic elementscontribute to the ideas,emotions and overallimpact communicatedby works of art.

Analyze and communi-cate how technical,organizational andaesthetic elementscontribute to the ideas,emotions and overallimpact of art work ormedia.

Analyze the interactionof the artistic elementsand principles used inproducing art or mediaand communicateconclusions.

Describe and explaindistinguishing features ofworks of art and theirhistorical and culturalcontexts.

Discuss and compareworks of art fromdifferent time periodsand cultures emphasizingtheir historical context.

Analyze a work of art bycomparing and contrast-ing it to another workfrom a different time orculture.

Describe and explainhow the characteristicsof a society or cultureinfluenced works of art.

Describe how historicalor contemporaryconcepts and eventsinfluence works of art ormedia.

CommonCurriculum

GoalsContent

StandardsBenchmark

1Benchmark

2Benchmark

3CIM CAM

CREATE, PRESENT AND PERFORM: Use ideas, skills and techniques in the arts.

Apply artistic elementsand technical skills tocreate, present and/orperform works of art fora variety of audiencesand purposes.

Apply artistic elementsand technical skills tocreate, present and/orperform works of art fora variety of audiencesand purposes.

Create, present and/orperform a single form ofart, using experiences,imagination, artisticmethods and composi-tion to achieve desiredeffect.

Communicate, using asimple vocabularyrelated to various artforms.

Create, present and/orperform a work of art,using experiences,imagination, observa-tions, artistic elementsand technical skills toachieve desired effect.

Communicate, using anextended vocabularyrelated to various artforms.

Create, present and/orperform a work of art,selecting and applyingartistic elements andtechnical skills toachieve desired effect.

Create, present and/orperform a work of art,selecting, using andcombining artisticelements and technicalskills to achieve desiredeffect.

Evaluate and reflect onone’s own artwork.

Demonstrate howtechnical organizationaland aesthetic elementscombine/contribute toan overall product orproduction.

Respond to works of art,giving reasons forpreferences.

Respond to works of art,giving reasons forpreferences.

Describe an idea orfeeling connected withviewing or hearing awork of art.

Identify personalpreferences and theirrelationship to artisticelements.

State preferences forworks of art and reasonsfor preferences based onkey artistic elements andprinciples used inproducing the art.

State preferences forworks of art and reasonsfor preferences, based onan analysis of howartistic elements andprinciples are used inproducing the art.

Describe how historicaland cultural contextsinfluence works of art.

Describe how historicalor contemporary eventsinfluenced or influenceworks of art.

Communicate verballyand in writing, usingknowledge of the arts todescribe and/or evaluateone’s own artwork.

Express ideas, moods andfeelings through variousart forms.

Communicate verballyand in writing aboutone’s own artwork.

Communicate verballyand in writing aboutone’s own artwork.

Evaluate and reflect onthe process and resultingproduct of one’s own artor media.

SECOND LANGUAGE


CommonCurriculum

GoalsContent

Standards Stage 1 Stage 2 Stage 3 Stage 4 Stage 5

COMMUNICATION: Express and comprehend ideas in a language other than English.

LISTENING: Listento/receive messagesfor a variety ofpurposes.

Demonstrate compre-hension of messagesfrom authentic andother sources to gaininformation.

Demonstrate compre-hension of messagesfrom authentic andother sources to gaininformation.

Comprehend isolatedwords and everydayexpressions.

Comprehend familiarideas and details in shortsentences and simplequestions on a limitedrange of topics.

SPEAKING: Speak/sign for a variety ofaudiences andpurposes.

Communicate informa-tion, express ideas andaccomplish tasks.

Communicate by askingand responding toquestions, using intro-ductions, greetings,courtesies and perform-ing transactions.

Express ideas, needs,likes, dislikes, sugges-tions and opinions byinitiating and engagingin conversations.

Comprehend main ideasand details in statementsand questions oneveryday topics.

Comprehend main ideasand some supportingdetails from simpleannouncements,narratives, and conver-sations in familiarsituations on everydaytopics.

Communicate informa-tion, express ideas andaccomplish tasks.

Use memorized wordsand everday expressionsand identify familiarobjects.

Use simple memorizedphrases, sentences andquestions on a limitedrange of topics.

Comprehend main ideasand supporting detailsfrom varied sources andconversations on a widerange of topics.

Use phrases, sentencesand questions to expressideas and some detailson a range of topics.

Use sentences andquestions to communi-cate information andideas and maintainsimple conversations infamiliar situations oneveryday topics.

Use sentences andquestions to communi-cate information insituations that are notroutine.

READING: Read/videotext tocomprehend a varietyof printed materials.

Comprehend and gaininformation from avariety of print/video-text materials.

Comprehend and gaininformation from avariety of print/video-text materials.

Comprehend somecommon words andphrases, including wordssimilar to those in thefirst language.

Comprehend simple textby using contextual cues.

WRITING: Write/compose effectivelyfor a variety ofaudiences andpurposes.

Communicate informa-tion and express ideas inwritten/videotext formfor a variety of audiencesand purposes.

Communicate informa-tion and express ideas inwritten/videotext formfor a variety of audiencesand purposes.

Write/compose thealphabet, if any, in thesecond language.

Write/compose memo-rized words and phrases.

Write/compose shortphrases, lists and simplesentences.

Comprehend main ideasand some supportingdetails from simplenarratives and materials,such as menus, notesand schedules.

Comprehend main ideasand pertinent detailsfrom simple writtenmaterials includingauthentic sources.

Comprehend ideas anddetails from clearlyorganized, longer writtenmaterials such as essaysor short stories.

Write/compose shortmessages, notes andsimple guided para-graphs.

Write/compose shortletters and simpleparagraphs to meetpractical needs andproduce simple, guidedcompositions.

Write/compose letters orshort essays to commu-nicate information andideas based on personalexperiences.

SECOND LANGUAGE


CommonCurriculum

GoalsContent


CULTURE: Develop cultural understanding and demonstrate practices appropriate to the culture in which the language is used.

Comprehend and useappropriate verbal andnonverbal practices incommon situationsoccurring within asecond language culture.

Compare and contrastcultural practices of thefirst and second lan-guage cultures.

Comprehend and useappropriate verbal andnonverbal practices incommon situationsoccurring within asecond language culture.

Compare and contrastcultural practices of firstand second languagecultures.

Comprehend and use afew polite behaviors andbasic nonverbal cues invery limited situations.

Identify a few basiccultural practices of asecond language culture.

Comprehend and use afew simple culturalpractices and customs.

Compare basic similari-ties and differencesbetween first and secondlanguage cultures.

Comprehend and usesome common socialconventions, socialcourtesies and nonverbalcues.

Comprehend and usecommon social conven-tions, social courtesiesand noverbal cues.

Comprehend and usecommon social conven-tions, social courtesiesand nonverbal cues insituations that are notroutine.

Compare and contrastcommon social conven-tions, courtesies andnonverbal cues.

Compare and contrastfirst and second lan-guage cultural behaviors.

Compare and contrastfirst and second lan-guage behaviors notobvious to the inexperi-enced observer.

CONNECTION TO OTHER DISCIPLINES: Reinforce and increase knowledge of other subjects through the second language.

Acquire information andrecognized viewpointsavailable through thesecond language andculture.

Reinforce and increaseknowledge of othersubjects through thesecond language.

NOTE: There are no contentstandards or proficiency stagesdefined for this commoncurriculum goal.

CommonCurriculum

GoalsContent


COMMON CURRICULUM GOALS


HEALTH EDUCATION

Health education develops understanding of health promotion and disease preventionand offers opportunities for students to develop skills to reduce health risks and maintainand enhance healthy lifestyles.


HEALTHY AND FIT BODY: Understand and integrate concepts of physical, mentaland emotional health.

• Understand and analyze the relationships among nutrition, physical activity, psycho-logical factors (such as stress) and personal hygiene and their effects on personalhealth and well being.

• Understand the influence, interdependence and impact of different body systems onhealth.

• Understand key concepts of growth and development and their relationship to lifetimewellness.

CONTROLLABLE HEALTH RISKS: Apply prevention and risk reduction conceptsto health-related problems.

• Understand and apply prevention and risk reduction strategies for health-relatedinterventions.

• Understand principles and concepts related to infectious and communicable diseases.

• Predict short- and long-term consequences of safe, risky and harmful behaviors.

SAFE AND HEALTHY ENVIRONMENT: Explain safe physical, social and emo-tional environments for individuals, families, schools and communities.

• Understand and apply strategies to improve and maintain individual, family, schooland community health.

• Apply injury prevention, first aid and emergency care skills.

• Understand the potential influences of environmental factors on personal and public health.

• Demonstrate violence prevention and conflict resolution skills.

INFORMED CONSUMER: Analyze health information, products and services whileconsidering media, technological and cultural influences.

• Analyze influences of culture, technology and the media on health-related productsand services.

• Evaluate the validity and reliability of health-related information, products andservices as a consumer or potential consumer.

HEALTHY RELATIONSHIPS: Understand and apply interpersonal communicationskills to enhance health.

• Understand and apply concepts of effective communication with peers and adults.

• Demonstrate refusal and negotiation skills.

• Demonstrate healthy ways to express needs, wants, feelings and respect for self and others.

CONTENT STANDARDS AND BENCHMARKSSchool districts may establish their own content standards and benchmarks in health.Resources to help schools set content standards in health and upgrade curriculum areavailable from the Oregon Alliance for Health, Physical Education, Recreation andDance and the Oregon School Health Education Coalition. The Oregon Department ofEducation encourages school districts to provide quality health education.

PHYSICAL EDUCATION

Physical education develops fundamental motor skills and patterns, physical fitness skills,lifetime individual and group physical activity skills and self-management and socialbehavior skills.


MOVEMENT

• Demonstrate competence in physical activity, progressing from basic skills to morecomplex skills used in a variety of movement forms (e.g., progressing from performingbasic locomotor, stability and manipulative skills to applying specialized skills in avariety of movement forms, such as aquatics, individual, dual and team sports, outdoorpursuits, self-defense, dance and/or gymnastics).

• Apply movement concepts and principles to learning and developing motor skills(e.g., progressing from naming fundamental motor patterns and the variables affectingthem to applying knowledge and game strategies in a variety of physical activities).

PHYSICAL FITNESS

• Demonstrate a physically active lifestyle (e.g., progressing from participating inphysical education classes to independently pursuing a regular schedule of physicalactivity).

• Pursue and maintain a health-enhancing level of physical fitness by developing apersonal physical activity plan based on an accurate fitness assessment (e.g., progress-ing from informally exploring one’s aerobic endurance, muscular strength and endur-ance, flexibility and body composition to accurately assessing, setting goals andpursuing strategies to improve and maintain healthy standards).

• Identify and apply basic principles of fitness development (e.g., progressing fromcounting one’s pulse before and after exercise and recognizing fatigue symptoms toidentifying health-related physical fitness components and using concepts of fre-quency, intensity, duration, type/specificity, overload/progression and warm-up/cool-down as they relate to health-related physical fitness components).

• Recognize the relationship of health-related fitness to the pursuit of physical activity.

SELF-MANAGEMENT AND SOCIAL BEHAVIOR

• Apply rules, procedures and safe practices while working cooperatively and produc-tively with a partner or small group, regardless of personal characteristics such asgender, ethnicity and/or disability.

• Analyze causes of and potential solutions to conflict in a physical education settingthrough conflict resolution and management.

• Recognize the importance of sport in all cultures.

• Keep the importance of winning and losing in perspective compared to other estab-lished goals of participation.

CONTENT STANDARDS AND BENCHMARKSAt this time, school districts may establish their own content standards and benchmarksin physical education. However, physical education content standards and benchmarksare being developed to be adopted by the State Board in fall of 2001. During the 2000-2001 school year, drafts of the content standards will be available for review at theOregon Department of Education website: www.ode.state.or.us

TECHNOLOGY


TECHNOLOGICAL KNOWLEDGE: Demonstrate understanding of technologicalconcepts and processes, and their relationship to and impact on other disciplines.

• Understand the nature and evolution of technology.

• Understand that technology can be used to solve problems and meet needs.

• Assess the impacts and consequences of technology.

• Understand the relationships between technology and other disciplines.

TECHNOLOGICAL APPLICATION: Apply technological concepts and processesto solve practical problems and extend human capabilities.

• Use a variety of technological systems.

• Demonstrate how technological systems are operated and controlled.

• Adapt technological concepts and processes to biological, informational and physicalsystems to form technologies and solve practical problems.

CONTENT STANDARDS AND BENCHMARKSSchool districts may establish their own content standards in technology.

ESSENTIAL LEARNING SKILLS

The nine Essential Learning Skills are divided into two groups: those assessed by thestate, and those districts should offer as opportunities for students to demonstrate theirabilities.

Assessed in state tests:• Read

• Write

• Problem solve

• Communicate

District opportunities to demonstrate:• Learn

• Think

• Retrieve information

• Use technology

• Work effectively as individuals and as an individual in group settings

CAREER-RELATED LEARNING


Standards CriteriaPERSONAL MANAGEMENTExhibit appropriate work ethic and behaviors in school,community, and workplace.

The career-related learning standards describe basic knowledge and skills that are important for all students to succeed after high school in employment, college orother post-secondary training. Students should begin to develop the knowledge and skills in elementary school and continue through high school and beyond. Stu-dents will achieve the career-related learning standards at grade 12 through a combination of school-, work- and community-based learning experiences within anendorsement area linking classroom academics to practical applications. In addition to the standards listed below, some possible examples also are included. Theexamples are intended to help clarify the standard and are not all inclusive.

Plan, organize, and complete projects and assigned tasks on time, meeting agreed upon standards of quality.

Maintain regular attendance and be on time.

Identify tasks that need to be done and initiate action to complete the tasks.

Demonstrate accountability for decisions and actions and anticipate consequences.

Demonstrate dress, appearance, and personal hygiene appropriate for the environment and situation.

Explain and follow personal health and safety practices.

PROBLEM SOLVINGApply decision-making and problem-solving techniques inschool, community, and workplace.

Identify problems and locate information that may lead to solutions.

Identify alternatives to solve problems.

Assess the consequences of the alternatives.

Select and explain a proposed solution and course of action.

Develop a plan to implement the selected course of action.

Assess results and take corrective action.

COMMUNICATIONDemonstrate effective communication skills to give andreceive information in school, community, and workplace.

Locate, process, and convey information using traditional and technological tools.

Listen attentively and summarize key elements of verbal and non-verbal communication.

Give and receive feedback in a positive manner.

Read technical/instructional materials for information and apply to specific tasks.

Write instructions, technical reports, and business communications clearly and accurately.

Speak clearly, accurately, and in a manner appropriate for the intended audience when giving oral instructions,technical reports, and business communications.

TEAMWORKDemonstrate effective teamwork in school, community,and workplace.

Identify the key characteristics of teamwork.

Explain how work teams are the same or different from other kinds of teams.

Identify different roles within teams and describe why each role is important to effective teamwork.

Recognize the effects of individual differences on interactions among team members.

Demonstrate skills that improve team effectiveness (e.g., negotiation, compromise, consensus building, conflictmanagement, shared decision-making and goal-setting).

Describe the significance of individual contributions to teamwork.

ORGANIZATIONS AND SYSTEMSDescribe how individuals fit into organizations and systems. Identify parts of organizations and systems.

Describe how the parts of organizations and systems fit together.

Describe how work moves through a system.

Describe the changing nature of work, workplaces, and work processes on individuals, organizations, and systems.

EMPLOYMENT FOUNDATIONSDemonstrate both academic knowledge and technical skillsrequired for successful employment within a careerendorsement area.

Apply academic knowledge with technical skills.

Explain and follow regulatory requirements, security procedures, and ethical practices.

Select, apply, and maintain tools and technologies appropriate for the workplace.

Demonstrate job-seeking skills (e.g., writing resumes, completing applications, and participating in interviews.)

Use a problem-solving process to improve a school or community situation.

Follow workplace health and safety requirements.

CAREER DEVELOPMENTDemonstrate career development skills in planning forpost high school experiences.

Assess personal characteristics related to educational and career goals.

Research and analyze career and educational information.

Develop and discuss a current plan designed to achieve personal, educational, and career goals.

PERFORMANCE STANDARDS


The following charts show the performance standards in all content areas by benchmark (grade level). More detail regarding the performance standards for mathematics follows thesebenchmark (grade level) charts.

Score of 202 out of 300 Score of 215 out of 300

3

1

4

1

MathematicsState Test (knowledge and skills only)Work Samples• Minimum score in each required dimension• Number of work samples meeting standards required

in 2000-2001

SpeakingNo State TestWork Samples

• Minimum score in each required trait• Number of work samples meeting standards required

in 2000-2001

WritingState Test

• Composite score• Minimum score in each required trait

Work Samples• Minimum score in each required trait• Number of work samples meeting standards required

in 2000-2001

Reading and LiteratureState TestWork Samples (not required in 2000-2001)

• Minimum score in each required dimension• Accuracy• Fluency• Comprehension


95%55

3

1

Score of 18 out of 36 ■

■ A score of 15 to 17 conditionally meets the standard on the test. The school district may declare that the writing standardshave been met, on the condition that the student has met the standards on all required writing work samples.

90%44

2Score of 24 out of 36

3

4

1

4

1

5

1

ScienceNo State Test

MEET EXCEEDSTANDARD STANDARD

MEET EXCEEDSTANDARD STANDARD

■ A score of 35 to 39 conditionally meets the standard on the test. The school district may declare that the writingstandards have been met, on the condition that the student has met the standards on all required writing work samples.

t A score of 29 to 31 conditionally meets the standard on the test. The school district may declare that the mathematicsstandards have been met, on the condition that the student has met the standards on the state multiple choice test andall required work samples.

Score of 215 out of 300

MathematicsState Test (knowledge and skills)State Test (problem-solving)

• Composite score• Minimum score in each required dimension

Work Samples• Minimum score in each required dimension• Number of work samples meeting standards

required in 2000-2001


• Minimum score in each required trait• Number of work samples meeting standards


WritingState Test


Work Samples• Minimum score in each required trait• Number of work samples meeting standards



• Minimum score in each required dimension



4

3

4

1

Score of 32 out of 46t3

4

1

ScienceState Test (knowledge and skills)Work Samples (not required in 2000-2001)





5

4

5

1

5

1


5

1


4

1

BENCHMARK 1MEET EXCEED

STANDARD STANDARDBENCHMARK 3


4

1

5

1



4








WritingState Test


Work Samples• Minimum score in each required trait• Number of work samples meeting standards required

in 2000-2001





5

3

4

1

5

1

Score of 32 out of 46 t3

4

1


5

1



4


t A score of 29 to 31 conditionally meets the standard on the test. The school district may declare that the mathematicsstandards have been met, on the condition that the student has met the standards on the state multiple choice test and allrequired work samples.


** A state writing or mathematics problem-solving test meeting the standards may be substituted for one work sample in thesame content area, provided the test is in a mode (writing) or strand (mathematics) different from the remaining work sample.

t A score of 29 to 31 conditionally meets the standard on the test. The school district may declare that the mathematicsstandards have been met, on the condition that the student has met the standards on the state multiple choice test and allrequired work samples

Score of 249 out of 300Score of 239 out of 300

4

3

Score of 40 out of 60 ■ Score of 50 out of 60


4








WritingState Test


Work Samples• Minimum score in each required trait• Number of work samples meeting standards





5

3

4

3**

4

5

3**

5

3

Score of 32 out of 46t Score of 40 out of 463

4

2**

4

5

2**



MEET EXCEEDSTANDARD STANDARDCIM

BENCHMARK 2



ResourcesThe Oregon Department of Education is ready to help teachers, classified staff, and administrators as you further develop your standards-based curriculum and instructional methods.We can also answer questions from parents, students, and the general public. Please let us know what you need.

TECHNICAL ASSISTANCEIf you need technical assistance, please contact the specialist assigned to help schools in your county.

COUNTY SPECIALIST PHONE E-MAILBaker, Grant, Union, Wallowa Brian Putnam (503) 378-3600, ext. 4502 [email protected], Lincoln, Linn Rendy Delvin (503) 378-3600, ext. 4450 [email protected] Mardale Dunsworth (503) 378-3600, ext. 2268 [email protected], Columbia, Tillamook, Washington Sarah Martin (503) 378-3600, ext. 4447 [email protected], Curry Russ Sweet (503) 378-3600, ext. 4448 [email protected], Deschutes, Jefferson, Lake Doug Force (503) 378-3600, ext. 2286 [email protected] Julie Anderson (503) 378-3600, ext. 2294 [email protected], Malheur Helen Maguire (503) 378-3600, ext. 4504 [email protected], Hood River, Sherman, Wasco, Wheeler Margaret Bates (503) 378-3600, ext. 4503 [email protected], Josephine, Klamath Carla Wade (503) 378-3600, ext. 2283 [email protected] Cliff Brush (503) 378-3600, ext. 2285 [email protected], Polk, Yamhill Andrea Morgan (503) 378-3600, ext. 2289 [email protected], Umatilla Kathleen Vanderwall (503) 378-3600, ext. 2288 [email protected] Betsy Costi (503) 378-3600, ext. 2278 [email protected]

EXTRA COPIES

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every Oregon school and district.

Please share it with anyone

who is interested.

For more free copies, contact:Barbara Slimak

(503) 378-3600 x 4498or e-mail

[email protected]

CURRICULUMIf you have questions about the Common Curriculum Goals, content standards, benchmarks, or other curriculum issues in aparticular area, please contact the curriculum specialist with expertise in that area.

CURRICULUM AREA SPECIALIST PHONE E-MAILEnglish Julie Anderson (503) 378-3600, ext. 2294 [email protected] Dawn Billings (503) 378-3600, ext. 2281 [email protected] KathleenVanderwall (503) 378-3600, ext. 2288 [email protected] Sciences Andrea Morgan (503) 378-3600, ext. 2289 [email protected] Arts Rex Crouse (503) 378-3600, ext. 2277 [email protected] Education Margaret Bates (503) 378-3600, ext. 4503 [email protected] Languages Betsy Costi (503) 378-3600, ext. 2278 [email protected]

ASSESSMENTIf you have questions about assessment, please contact the assessment specialist for your area of interest.

CURRICULUM AREA SPECIALIST PHONE E-MAILEnglish Ken Hermens (503) 378-3600, ext. 2264 [email protected] Cathy Brown (503) 378-3600, ext. 2259 [email protected] Don Brown (503) 378-3600, ext. 2342 [email protected] Sciences Leslie Phillips (503) 378-3600, ext. 2317 [email protected]

PASSFor information about the Proficiency-based Admission Standards System(PASS), please call Christine Tell,Director of Implementation, at (541) 346-5799 (or e-mail [email protected]).

CAMFor information about the Certificate ofAdvanced Mastery (CAM), please callTheresa Levy at (503) 378-3600, ext. 2239(or e-mail [email protected]).

SPECIAL EDUCATIONFor information about Special Education,please call Bob Siewert at (503) 378-3600,ext. 2330 (or [email protected]).

TITLE IFor information about Title I, please callRic LaTour at (503) 378-3600, ext. 2703(or e-mail [email protected]).

WORLD WIDE WEBMost Oregon Department of Educationpublications and other information aboutthe Oregon Educational Act for the 21stCentury can be found on the department’sWorld Wide Web home page at:http://www.ode.state.or.usThe Oregon Public Education Network(OPEN) maintains an excellent web site ofresources for educators at:http://www.open.k12.or.usThe Oregon Education Associationprovides many useful resources on teachingand learning, helping students succeed, andstandards-based education at:http://www.oregoned.orgFor a list of other educational web sites,contact Barbara Slimak at (503) 378-3600,ext. 4498 (or [email protected]).

Send Us Your CommentsPlease let us know how we could change this newspaper to bettermeet your needs. Contact Doug Force at:Phone (503) 378-3600 ext. 2286 ■ Fax (503) 373-7968E-mail [email protected] Oregon Department of Education 255 Capitol Street NE ■ Salem, OR 97310

FOR MORE INFORMATION:TEACHING AND LEARNING TO STANDARDSThis newspaper provides educators with easy access to the mostbasic elements of Oregon’s standards-based education system. Amuch broader array of tools and resources has been gathered inTeaching and Learning to Standards, an Oregon Department ofEducation publication available soon on CD-ROM and on theODE web site: http://www.ode.state.or.us

Teaching and Learning to Standards includes the followingresources and many more.■ Content Standards■ Sample Tests■ Scoring Guides■ Test Specifications■ Work Samples■ Instructional Resources, including:

Handouts for ParentsIdeas for Integrating ScienceSuggestions for Using Data from State Tests

■ Information for New Teachers, including:Problem-Solving StrategiesDefinitions and Need for AlignmentClassroom Scenarios

■ Classroom Toolbox, including:Sample Graphic OrganizersTranslations for Non-English-Speaking StudentsLaboratory Safety Checklist

■ Professional Development Resources, including:District Self-Assessment ToolPrint and Web Resources

■ Background on School Improvement

the cim: what it means to your students - oregon state...

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