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<< Back Correlation of the GALAXY Classroom Grades K-5 Science Curricula with the Oregon State Science Standards Oregon Standards   Galaxy Classroom K 1 2 3 4 5 y = can be taught at this grade level K 1 2 3 4 5  x  x x  x     Identify examples of change. x x x x x x x x x x     Arrange parts of a cycle. y x x x x   x x x x     Recognize and diagram the parts of a system. x x x x x x x x x x     Compare objects, drawings, and constructions to the real things they represent. x x x x x x x x x x     Ask questions about objects, organisms, and events that are based on observations and can be explored through simple investigations. x x x x x x x x x x     Plan a simple investigation. x x x x x x  x  x x  x     Collect data from an investigation. x x x x x x  x  x x  x     Use the data collected from an investigation to explain the results. x x x x x x  x  x x  x     Describe a habitat and the organisms that live there. x x x x y x  x  x x  x     Identify how some animals gather and store food, defend themselves, and find shelter. x x x x y x  x  x x  x     Identify structures that serve different functions. x x x x y x  x  x x  x     Describe objects according to their physical properties. x x x x x x  x  x x  x     Describe how related plants and animals have similar characteristics. y x x x y    x  x x  x     Describe changes that occur in matter. x y x     x  x  x x  x     Identify common types and uses of energy.       x x    x  x x  x     Identify examples of change over time. x x x x x x  x  x x  x     Describe how some things change and some things remain the same. y x x y x x  x  x x  x     Describe an object's position and how to affect its movement.       y x    x  x x  x     Classify organisms based on a variety of characteristics. x x x x y x  x  x x  x     Describe how related plants and animals have similar characteristics. x x x x y x  x  x x  x     Identify and trace the movement of objects in the sky. y x   x y x  x  x x  x     Identify structures that serve different functions.              x  x x  x     Identify materials that make up the Earth.       y x    x  x x  x     Identify daily and seasonal weather changes. y x   x y            x  x Describe and explain different rates of change. y x x x y x          x  x Students will: Identify and describe examples of rapid change and changes that happen at a slower pace. y x                  x  x Students will: Identify and describe the changes people make in their environment.           x          x  x Students will: Identify and describe the human made and natural changes that occur in the environment; e.g. construction, fires and floods. Effective July 1, 2002           x          x  x Identify examples of electricity, magnetism, and gravity exerting force on an object.       y x            x  x Students will: Determine whether or not a magnet will attract a certain substance.     x x y x          x  x Students will: Indicate from a diagram whether a magnet will push or pull on another magnet.       x y            x  x Students will: Compare the strength of magnets based on the size of objects they will pick up.       x y            x  x Students will: Compare the strength of magnets based on the mass of objects they will pick up. Effective July 1, 2002       x y            x  x Students will: Explain why compasses point north.       x y            x  x Students will: Recognize that compasses point north. Effective July 1, 2002       x y            x  x Students will: Recognize that things on or near Earth are pulled toward it by Earth's gravity.       y x x          x  x Describe and compare the motion of objects.       y x x          x  x Students will: Predict and explain which way an object will move based upon its mass, composition, and the force exerted upon it.       y x               Students will: Recognize and describe the motion of an object based on one or more forces acting upon it. Effective July 1, 2002       y x            x  x Students will: Explain simple changes in the motion of an object, such as the acceleration of objects moving down hill, the slowing of objects due to friction, and the curving of the path of a thrown object or a satellite.       y x               Students will: Recognize and describe simple changes in the motion of an object. Effective July 1, 2002       y x               Such as the acceleration of objects moving downhill, the slowing of objects due to friction, and the curving of the path of a thrown object or a satellite. Effective July 1, 2002       y x            x  x Identify different ways and places in which scientists work.       x x            x  x Describe and explain different rates of change. x x x x x x          x  x Diagram and explain a cycle. x x x x x x          x  x Students will: Recognize and describe cycles in natural and human made systems.       y x x          x  x Identify interactions among parts of a system. x x x x x x          x  x Students will: Describe the relationships among organisms in food chains and simple food webs.       x y               Students will: Recognize the relationships among organisms in food chains and simple food webs. Effective July 1, 2002       x y            x  x Students will: Explain the function of various parts of simple physical systems, such as in an electrical circuit using batteries and bulbs.       x y               Students will: Identify the function of various parts of simple physical systems, such as in an electrical circuit or simple machines. Effective July 1, 2002       x y x          x  x Students will: Understand that local weather is a result of changes in large-scale weather systems.       x y               Students will: Recognize that local weather is a result of interactions among large-scale weather systems. Effective July 1, 2002       x y            x  x Students will: Understand that geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world, but such representations cannot usually be exact in detail. x x x x x x             Students will: Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent objectives, events, and processes in the real world, but know that such representations cannot usually be exact in detail. Effective July 1, 2002 x x x x x x          x  x Use models to explain how objects, events, and/or processes work in the real world. x x x x x x          x  x Students will: Use physical models to explain such phenomena as the solar system or surface features of Earth, continents, river systems, and their neighborhood x x x x x x          x  x Students will: Use pictorial models to explain relationships within systems such as food chains, food webs, chains of events, and their community x x x x x x             Students will: Use appropriate models (physical, pictorial, numerical, mental) to explain phenomena, e.g. surface features of Earth, food chains or webs, and the solar system. Effective July 1, 2002 x x x x x x          x  x Ask questions and make predictions that are based on observations and can be explored through simple investigations. x x x x x x          x  x Students will: Identify questions that can be explored through a scientific investigation. x x x x x x             Students will: Provide some support or background (science knowledge, preliminary observations, or personal interest and experience) which is relevant to the investigation. Effective July 1, 2002 x x x x x x          x  x Students will: Ask questions about objects, organisms, and events in the world. x x x x x x             Students will: Communicate background and question or hypothesis clearly. Effective July 1, 2002 x x x x x x          x  x Design an investigation to answer questions or check predictions. x x x x x x          x  x Students will: Identify which tools to use for the investigation (to be removed June 30, 2002) x x x x x x          x  x Students will: Use appropriate units of measure for the investigation (to be removed June 30, 2002) x x x x x x          x  x Students will: Recognize reasons for controlling variables. x x x x x x             Students will: Record logical procedures with only minor flaws. Effective July 1, 2002 x x x x x x             Students will: Communicate a summary of a plan and some procedures, but generally lacks detail. Effective July 1, 2002 x x x x x x             Students will: Present a practical plan for an investigation which substantially addresses the question or hypothesis. Effective July 1, 2002 x x x x x x          x  x Collect, organize, and summarize data from investigations. x x x x