Full Option Science System
(FOSS™)
Grades K-8
Correlation to
Oregon
Science Standards
A CORRELATION OF THE OREGON SCIENCE STANDARDS
TO THE FULL OPTION SCIENCE SYSTEM PROGRAM
FOR GRADES K-8
The following is a correlation of the Oregon Science Standards to the Full Option Science
System (FOSS). This correlation includes representative examples of investigations and
activities from the FOSS, which address the Oregon Science Content Standards and their Grade
Three Benchmarks and Grade Five Benchmarks. A citation does not reflect all of the
investigations or activities from FOSS that might address a particular benchmark. The examples
of FOSS investigations cited for Grade Three Benchmarks are from FOSS modules developed for
grades kindergarten through grade three. The examples cited for the Grade Five Benchmarks
are from FOSS modules developed for grades four and five. The examples cited for the Grade
Eight Benchmarks are from a) FOSS Modules developed for grades five and six and b) the four
FOSS Middle School Modules currently available.
2
BENCHMARK 1: GRADE 3
PHYSICAL SCIENCE
OCSS Definition: Understand structures and properties of matter and changes that occur in the physical world.
Content
Grade 3
FOSS
Page
Common Curriculum
Goals
Standard
Benchmarks
Investigation/Activity
Number(s)
MATTER
Understand structure and
properties of matter.
MATTER
Understand chemical and
physical changes.
FORCE
Understand fundamental
forces, their forms, and their
effects on motion.
Understand
structure and
properties of
matter.
Describe and
analyze
chemical and
physical
changes.
Describe
fundamental
forces and
the motions
resulting from
them.
Describe objects according to their physical
properties.
Describe changes that occur in matter.
Describe an object’s position and how to
affect its movement.
Fabric, Activity 1, Part 1
Pages 4-5
Wood, Activity 2, Part 1
Pages 4-7
Solids and Liquids,
Investigation 1, Parts 1-2
Pages 8-20
Earth Materials, Investigation
2, Parts 1-2
Solids and Liquids,
Investigation 4, Parts 1-3
Pages 8-21
Water, Investigation 3, Parts 14
Pages 8-26
Earth Materials, Investigation
1, Parts 1-3
Pages 8-29
Wood, Activity 1, Parts 4-5
Pages 10-14
Air and Weather,
Investigation 3, Parts 1-5
Pages 8-36
Balance and Motion
Investigation 2, Parts 1-3
Pages 8-28
Magnetism and Electricity,
Investigation 1, Parts 1-3
Water, Investigation 4, Part 2
Pages 8-29
Pages 7-32
Pages 14-18
3
Common Curriculum
Goals
ENERGY
Understand energy, its
transformations, and
interactions with matter.
Content
Standard
Explain and
analyze the
interaction of
energy and
matter.
Grade 3
Benchmarks
Identify common types and uses of energy.
FOSS
Investigation/Activity
Page
Number(s)
Air and Weather
Investigation 3, Parts 1-5
Pages 8-36
Wind
Magnetism and Electricity,
Investigation 2, Parts 1-2
Pages 8-19
FOSS Science Stories,
Water
Pages 22-23
Water, Investigation 4, Part 2
Pages 14-19
Waterwheels
Physics of Sound,
Investigation 1, Part 3
Pages 21-29
4
LIFE SCIENCE
OCSS Definition: Understand structure, functions, and interactions of living organisms and the environment.
Common Curriculum
Content
Grade 3
FOSS
Page
Goals
Standard
Benchmarks
Investigation/Activity Number(s)
ORGANISMS
Understand the characteristics,
structure, and functions of
organisms.
Describe the
characteristic
s, structure,
and functions
of organisms.
Recognize characteristics that are similar and
different between organisms.
Animals Two by Two,
Activity 2, Parts 1-4
Animals Two by Two big book
Pages 5-13
Trees, Activity 1, Parts 3-5
Pages 8-14
Insects, Investigation 2, Part
1
Pages 8-13
(included in
kit)
Pages 8-15
Structures of Life,
Investigation 3, Part 1
Describe the basic needs of living things.
HEREDITY
Understand the transmission of
traits in living things.
Understand
the
transmission
of traits in
living things.
Describe how related plants and animals have
similar characteristics.
FOSS Science Stories,
Structures of Life
Pages 26-27
Animals Two by Two,
Activity 1, Parts 2-3
Pages 9-13
Goldfish
Trees, Activity 1, Parts 7-8
Animals Two by Two,
Activity 3, Parts 1-3
Pages 16-20
Pages 5-11
Trees, Activity 2, Parts 1-3
Pages 4-10
Leaves
New Plants, Investigation 1,
Home and School Extensions
Pages 31-32
Insects,
Investigation 3, Parts 1-3
Pages 8-28
5
INTERDEPENDENCE
Understand the relationships
among living things and
between living things and their
environments.
Explain and
analyze the
interdepende
nce of
organisms in
their natural
environment.
Describe a habitat and the organisms that live
there.
Structures of Life,
Investigation 3, Part 1
Pages 8-15
FOSS Science Stories,
Structures of Life
Pages 17-19
Animals Two by Two,
Activity 1, Parts 1-4
Pages 6-14
Insects,
Investigation 6, Part 1
Pages 8-13
Structures of Life,
Investigation 3, Part 2
FOSS Science Stories,
Water
Understand the relationships
among living things and
between living things and their
environments.
Describe and
analyze
diversity of
species,
natural
selection,
and
adaptations.
Identify how some animals gather and store
food, defend themselves, and find shelter.
Pages 16-20
Pages 5-7
Trees big book:
Our Very Own TREE
Insects,
Investigation 3, Part 2
Pages 12-20
Structures of Life,
Investigation 3, Parts 1-4
Pages 8-30
FOSS Science Stories,
Structures of Life
Pages 22-23
6
EARTH AND SPACE SCIENCE
OCSS Definition: Understand physical properties of the Earth, how those properties change, and the Earth’s
relationship to other celestial bodies.
Common Curriculum
Content
Grade 3
FOSS
Page
Goals
Standard
Benchmarks
Investigation/Activity Number(s)
THE DYNAMIC EARTH
Understand the properties and
limited availability of the
materials which make up the
Earth.
THE DYNAMIC EARTH
Understand changes occurring
within the lithosphere,
hydrosphere, and atmosphere
of the Earth.
Identify the
structure of
the Earth
system and
the
availability
and use of
the materials
that make up
that system.
Recognize physical differences in earth
materials.
Explain
changes
occurring
within the
lithosphere,
hydrosphere,
and/or
atmosphere
of the Earth.
Identify daily and seasonal weather changes.
Pebbles, Sand, and Silt,
Investigation 2, Parts 1-4
Pages 4-14
Earth Materials, Investigation
2, Parts 1-2
Pages 8-21
Water, Investigation 4, Parts
1-3
Pages 8-23
FOSS Science Stories,
Earth Materials
Pages 1-4, 57, 8-9, 10-11,
12-13, 14-15
Trees, Activity 3, Parts 1-9
And big book: Our Very Own
TREE (in kit)
Pages 4-16
Trees
Through the
Seasons
Air and Weather,
Investigation 2, Parts 1-4
Pages 8-32
Observing
Weather
Air and Weather,
Investigation 4, Part 2
Pages 12-18
Comparing
the seasons
FOSS Science Stories,
Water
Pages 14-16,
22-23
7
THE EARTH IN SPACE
Understand the Earth’s place
in the solar system and the
universe.
Explain
relationships
among the
Earth, sun,
moon, and
the solar
system.
Identify and trace the movement of objects in
the sky.
Air and Weather,
Investigation 4, Part 3 and
Extensions
Pages 19-27
The Night
Sky
SCIENTIFIC INQUIRY
OCSS Definition: Use interrelated processes to pose questions and investigate the physical and living world.
Content
Grade 3
FOSS
Page
Common Curriculum
Goals
Standard
Benchmarks
Investigation/Activity Number(s)
FORMING THE
QUESTION/HYPOTHESIS
Formulate and express
scientific questions and
hypotheses to be investigated.
Make
observations.
Formulate
and express
scientific
questions or
hypotheses
to be
investigated
based on
observations.
Make observations. Based on these
observations, ask questions or form
hypotheses, which can be explored through
simple investigations.
All FOSS modules are inquiry
based and students ask
questions in each. Some
examples are:
Fabric, Activity 2, Parts 1-2
Pages 4-9
Paper, Activity 1, Part 4
Pages 12-15
Balance and Motion,
Investigation 3, Part 2
Pages 13-18
New Plants,
Investigation 2, Parts 1-2
Pages 8-19
Air and Weather,
Investigation 1, Part 1
Pages 8-12
Magnetism and Electricity,
Investigation 5, Part 3
Pages 21-25
Physics of Sound,
Investigation 4, Part 1
Pages 6-15
8
Common Curriculum
Goals
DESIGNING THE
INVESTIGATION
Design safe and ethical
scientific investigations to
address questions and
hypotheses.
Content
Standard
Design
scientific
investigations
to address
and explain
questions
and
hypotheses.
Grade 3
Benchmarks
Plan a simple investigation.
FOSS
Investigation/Activity
Page
Number(s)
All FOSS modules are inquiry
based and students plan
investigations in each. Some
examples are:
Wood, Activity 1, Parts 3-5
Pages 8-15
Fabric, Activity 2, Parts 1-2
Pages 4-9
Pebbles, Sand, and Silt,
Investigation 4, Part 3
Pages 19-28
Balance and Motion,
Investigation 3, Part 3
Pages 19-28
Measurement, Investigation
2, Part 3
Ideas and Inventions,
Investigation 4, Part 4
Pages 18-21
Pages 22-25
9
COLLECTING AND
PRESENTING DATA
Conduct procedures to collect,
organize, and display scientific
data.
ANALYZING AND
INTERPRETING RESULTS
Analyze scientific information
to develop and present
conclusions.
Conduct
procedures to
collect,
organize, and
display
scientific
data.
Analyze
scientific
information to
develop and
present
conclusions.
Collect data from an investigation.
Use the data collected from an investigation to
explain the results.
All FOSS modules are inquiry
based and students collect
data for investigations in
each. Some examples are:
Wood, Activity 1, Parts 4-5
Pages 10-14
Fabric, Activity 2, Part 4
Pages 12-15
New Plants,
Investigation 2, Part 3
Pages 20-28
Measurement,
Investigation 3, Part 3
Pages 18-21
Earth Materials, Investigation
4, Part 1
Pages 8-13
Fabric, Investigation 2, Part 4
Pages 12-15
Balance and Motion,
Investigation 1, Parts 1-3
Pages 4-11
Magnetism and Electricity,
Investigation 1, Part 3
Pages 23-29
Water, Investigation 1, Part 2
Pages 14-18
Human Body, Investigation 4,
Parts 1-3
Pages 8-24
10
Instruction in the Common Curriculum Goals of Unifying Concepts and Processes, History and Nature of Science,
Science in Personal and Social Perspectives, and Science and Technology is required in all Oregon school districts;
however, they are not included on the statewide assessment except as specifically indicated in the eligible content in
Earth/Space Science, Life Science or Physical Science.
UNIFYING CONCEPTS AND PROCESSES
OCSS: Understand and apply major concepts and processes common to all sciences.
Common Curriculum
Content
Grade 3
FOSS
Goals
Standard
Benchmarks
Investigation/Activity
Page
Number(s)
•
Trees, Activity 3,
Parts 1-9 (Concept: Cycle)
Pages 4-14
Air and Weather,
Investigation 4, Part 1
(Concept: System)
Pages 8-11
Insects, Investigation 1, Part
3
(Concept: Life Cycle)
Pages 22-25
New Plants,
Investigation 1, Parts 1-3
(Concept: Cycle)
Pages 8-30
Trees, Activity 1, Part 1
(Concept: Model)
Pages 4-7
Magnetism and Electricity,
Investigation 2, Parts 1-3
(Concept: Interaction)
Pages 10-26
Animals Two by Two,
Activity 1, Part 3
(Concept: Change)
Pages 11-12
Understand that any
collection of things that
have an influence on one
another can be thought of
as a system.
• Understand that a model is
a tentative scheme or
structure with explanatory
power.
• Understand that both
patterns of change and
stability are important in the
natural world.
• Understand that changes
in scale influence the
characteristics, properties
and relationships within a
system.
11
.
Human Body,
Investigation 3, Part 1
(Concept: Interaction)
Pages 8-14
Owl pellets
Solids and Liquids,
Investigation 4, Parts 1-3
(Concept:
Change/interaction)
Pages 7-27
Structures of Life,
Investigation 2, Parts 1-3
(Concept: Cycle)
Pages 8-22
FOSS Science Stories,
Human Body (Concept:
System)
Pages 21-24
Structures of Life,
Investigation 3, Parts 1-4
(Concept:
Structure/Function)
Pages 8-30
Insects, Activity 4, Parts 1-5
(Concept:
Structure/Function)
Pages 5-18
Structures of Life,
Investigation 4, Parts 1-2
(Concept: Interaction)
Pages 8-19
Human Body, Investigation 1,
Parts 1-3
(Concept:
Structure/Function)
Pages 8-25
12
SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES
OCSS Definition: Understand that science provides a basis for understanding and acting on personal and social
issues.
Common Curriculum
Content
Grade 3
FOSS
Page
Goals
Standard
Benchmarks
Investigation/Activity Number(s)
•
Describe the role of
science and technology in
local, national, and global
issues.
• Describe how daily
choices of individuals,
taken together, affect global
resource cycles,
ecosystems, and natural
resource supplies.
• Explain risks and benefits
in personal and community
health from a science
perspective.
Water, Investigation 4, Part 3
Pages 19-23
FOSS Science Stories,
Water
Pages 17-21.
24-25
FOSS Science Stories,
Measurement
Pages 16-18
FOSS Science Stories,
Human Body
Pages 25-27
13
SCIENCE AND TECHNOLOGY
OCSS Definition: Understand the interconnections among science, technology, and society.
Common Curriculum
Content
Grade 3
FOSS
Goals
Standard
Benchmarks
Investigation/Activity
Page
Number(s)
•
Pebbles, Sand, and Silt,
Investigation 3, Parts 1-5
Pages 8-32
Ideas and Inventions,
Investigation 3, Parts 1-3
Pages 8-21
FOSS Science Stories,
Ideas and Inventions
Pages 1-3, 9,
14, 19-20
Solids and Liquids,
Investigation 1, Part 3
Pages 21-24
Balance and Motion,
Investigation 3, Parts 3
Pages 19-25
Physics of Sound,
Investigation 4, Part 1
Pages 6-15
Understand the
relationship that exists
between science and
technology.
• Understand the process of
technological design to
solve problems and meet
needs.
None
None
14
BENCHMARK 2: GRADE 5
PHYSICAL SCIENCE
OCSS Definition: Understand structures and properties of matter and changes that occur in the physical world.
Common Curriculum
Content
Grade 5
FOSS
Page
Goals
Standard
Benchmarks
Investigation/Activity Number(s)
MATTER
Understand structure and
properties of matter.
Understand
structure and
properties of
matter.
Identify substances, as they exist in different
states of matter.
Eligible content:
Distinguish among solids, liquids, and
gases.
Identify unique properties of each state of
matter.
Solids and Liquids,
Investigation 1, Part 1*
Investigation 2, Part 1
Pages 8-16
Solids
Pages 10-14
Liquids
Water, Investigation 1, Part 1
Investigation 2, Parts
1-3
Investigation 3, Parts
1-4
Pages 8-13
Pages 8-24
Pages 8-24
*The module Solids and Liquids introduces states of matter and was developed for use in grade one or two.
MATTER
Describe and Describe the ability of matter to change state
by heating and cooling.
Understand chemical and
analyze
Water, Investigation 2, Parts
physical changes.
chemical and
Eligible content:
physical
1-3
changes.
Investigation 3, Parts 1Recognize that heating and cooling cause
4
changes in states of matter.
FOSS Science Stories,
Identify changes in states of matter seen in
Water
the environment.
Measurement, Investigation
4, Parts 1-2
Pages 8-24
Pages 8-26
Pages 1-2,
10-16
Pages 8-17
15
Common Curriculum
Goals
FORCE
Understand fundamental
forces, their forms, and their
effects on motion.
Content
Standard
Describe
fundamental
forces and
the motions
resulting from
them.
Grade 5
Benchmarks
Describe and compare the motion of objects.
Eligible content:
Recognize and describe the motion of an
object in terms of one or more forces acting
on it.
FOSS
Investigation/Activity
Water,
Investigation 1, Part 3
Investigation 3, Part 2
Student
Response
Sheets #5,
11
Water, Investigation 4, Part 2
Pages 14-18
waterwheels
FOSS Science Stories,
Water
Identify examples of magnetism and gravity
exerting force on an object.
Eligible content:
Recognize that magnets attract and repel
each other and other materials.
Recognize that things on or near Earth are
pulled toward it by Earth’s gravity.
Page
Number(s)
Pages 1-2,
14-16
Magnetism and Electricity,
Investigation 1, Parts 1-3
Pages 8-29
Levers and Pulleys,
Investigation 3, Parts 1-3
Pages 8-24
Variables, Investigation 3,
Parts 1-3
Magnetism and Electricity,
Investigation 1, Parts 1-4
Pages 8-23
Pages 8-36
“The Force”
FOSS Science Stories,
Magnetism and Electricity
Pages 1-34
Variables, Investigation 3,
Interdisciplinary Extensions
Page 31
Measurement, Investigation
2, Part 1
Pages 8-13
Measurement, Investigation
2, Background For The
Teacher
Page 4
(“weight” vs
“mass”)
16
Common Curriculum
Goals
ENERGY
Understand energy, its
transformations, and
interactions with matter.
Content
Standard
Explain and
analyze the
interaction of
energy and
matter.
Grade 5
Benchmarks
Identify forms of various types of energy and
their effects on matter.
Eligible content:
Identify various forms of energy including
heat, light, sound and electricity.
Describe examples of energy transfer.
Eligible content:
Identify the direction of heat transfer on a
diagram showing objects at different
temperatures.
Identify ways to produce heat including light,
burning, electricity, friction, and as a
byproduct of mechanical and electrical
machines.
Identify examples of energy transfer in the
environment.
FOSS
Investigation/Activity
Page
Number(s)
Magnetism and Electricity,
Investigation 2, Parts 1-2
Pages 8-19
Physics of Sound,
Investigation 1, Part 3
Pages 21-29
Solar Energy, Investigation 2,
Parts 1-2
Pages 8-24
FOSS Science Stories,
Solar Energy
Pages 1-5
Models and Designs,
Investigation 3, Part 2
Pages 13-19
Water, Investigation 2, Part 1
Magnetism and Electricity,
Investigation 2, Part 3
Pages 8-24
Pages 20-25
FOSS Science Stories,
Magnetism and Electricity
Pages 24-25
Ideas and Inventions,
Investigation 4, Part 2
Pages 14-17
FOSS Science Stories,
Ideas and Inventions
Pages 23-26
Measurement, Investigation
4,
Parts 1-2
Pages 8-17
Solar Energy, Investigation 4,
Parts 1-3
Pages 8-28
17
Common Curriculum
Goals
Content
Standard
ENERGY
Understand energy, its
transformations, and
interactions with matter cont.
Explain and
analyze the
interaction of
energy and
matter.
Grade 5
Benchmarks
FOSS
Investigation/Activity
Page
Number(s)
Solar Energy, Investigation 2,
Parts 1-2
Pages 8-24
FOSS Science Stories,
Solar Energy
Pages 1-5,
22-24, 25,
26-27, 28-30
FOSS Science Stories,
Water
Pages
14-16, 22-23
Science: Life Science
OCSS Definition: Understand structure, functions, and interactions of living organisms and the environment.
Common Curriculum
Content
Grade 5
FOSS
Page
Goals
Standard
Benchmarks
Investigation/Activity Number(s)
ORGANISMS
Understand the characteristics,
structure, and functions of
organisms.
Describe the
characteristic
s, structure,
and functions
of organisms.
Group or classify organisms based on a
variety of characteristics.
Structures of Life,
Investigation 4, Part 2
Pages 14-19
Eligible content:
FOSS Science Stories
Structures of Life
Pages 26-27
Classify a variety of living things into groups
using various characteristics.
See Above
See Above
Describe the function of organ systems.
Eligible content:
Human Body,
Investigation 1, Parts 1-3
Investigation 3, Parts 1-2
Classify organs by the system to which they
belong.
FOSS Science Stories,
Human Body
Pages 8-24
skeletal
system
Pages 8-15
muscular
system
Pages 1-4,
8,11,14-16,
28
28 skeletal,
18
muscular,
circulatory)
Describe basic plant and animal structures
and their functions.
Eligible content:
Associate specific structures with their
functions in the survival of the organism.
FOSS Science Stories
Structures of Life
Pages 26-27
FOSS Science Stories,
Food and Nutrition
Pages 6-9
digestive
system
Structures of Life,
Investigation 3, Parts 1-4
Investigation 4, Parts 1-2
Pages 8-30
Pages 8-19
FOSS Science Stories,
Structures of Life
FOSS Science Stories,
Human Body
HEREDITY
Understand the transmission of
traits in living things.
Understand
the
transmission
of traits in
living things.
Describe the life cycle of an organism.
Eligible content:
Describe the life cycle of common organisms.
Recognize that organisms are produced by
living organisms of similar kind, and do not
appear spontaneously from inanimate
materials.
Human Body,
Investigation 4, Parts 1-2
Structures of Life,
Investigation 2, Parts 1- 3
Pages 1-3,
24-27
Pages 1-3,
10, 11
Pages 8-19
Pages 8-22
(beans)
FOSS Science Stories,
Structures of Life
Pages 1-3, 69, 20-21 “Life
Cycle of a
Crayfish”
FOSS Science Stories,
Environments
Page 17-21
Note: These benchmarks are
also addressed in grades one
and two in the FOSS modules
Insects and New Plants.
19
Common Curriculum
Goals
DIVERSITY/
INTERDEPENDENCE
Understand the relationships
among living things and
between living things and their
environments.
Content
Standard
Explain and
analyze the
interdepende
nce of
organisms in
their natural
environment.
Grade 5
Benchmarks
Describe the relationship between
characteristics of specific habitats and the
organisms that live there.
Pages 16-23
crayfish
Pages 8-13
Snails
FOSS Science Stories,
Structures of Life
Page 28
Environments,
Investigation 1, Parts 1-2
Pages 8-19
FOSS Science Stories,
Environments
Pages 1-8,
28, 39-41
Environments,
Investigation 4, Parts 1-3
Pages 8-22
Recognize how all animals depend upon
plants whether or not they eat the plants
directly.
FOSS Science Stories,
Solar Energy
Pages 1-5
Explain the relationship between animal
behavior and species survival.
FOSS Science Stories,
Environments
Pages 1-8, 917,22, 28,
39-41
Environments,
Investigation 1, Parts 1-2 and
Investigation 4, Parts 1-3
FOSS Science Stories,
Structures of Life
Pages 8-19
Pages 8-22
Eligible content:
Use drawings or models to represent a series
of food chains for specific habitats.
Describe the living and nonliving resources in
a specific habitat and the adaptations of
organisms to that habitat.
Describe and
analyze
diversity of
species,
natural
selection,
Page
Number(s)
Structures of Life,
Investigation 3, Parts 2-3
Investigation 4, Part 1
Identify the producers, consumers, and
decomposers in a given habitat.
DIVERSITY/
INTERDEPENDENCE
Understand the relationships
among living things and
between living things and their
environments.
FOSS
Investigation/Activity
Describe how adaptations help a species
survive.
Eligible content:
Describe changes to the environment that
have caused the population of some species
Environments,
Investigation 5, Parts 1-3
FOSS Science Stories,
Pages 4-9,
11
Pages 8-22
20
and
adaptations.
to change.
Environments
Identify conditions that might cause a species
to become endangered or extinct.
FOSS Science Stories,
Structures of Life
FOSS Science Stories,
Environments
Pages 8-20,
27-37, 39-41
Pages 1-3,
17-19, 24-25
Pages 9-17,
18-20
Science: Earth and Space Science
OCSS Definition: Understand physical properties of the Earth, how those properties change, and the Earth’s
relationship to other celestial bodies.
Common Curriculum
Content
Grade 5
FOSS
Page
Goals
Standard
Benchmarks
Investigation/Activity Number(s)
The Dynamic Earth
Understand the properties and
limited availability of the
materials which make up the
Earth.
Identify the
structure of
the Earth
system and
the
availability
and use of
the materials
that make up
the system.
Identify properties and uses of Earth
materials.
Pebbles, Sand, and Silt,
Investigation 3, Parts 1-5*
Pages 8-32
Earth Materials,
Investigation 3, Parts 1-2
Pages 8-24
“calcite
quest”
FOSS Science Stories,
Earth Materials
Pages 8-9,
10-11, 12-13,
14-15
Water, Investigation 4, Part 1
Pages 8-13
Pebbles, Sand, and Silt,
Investigation 4, Parts 1-3*
Pages 8-28
Eligible content:
Recognize that Earth materials are used in
different ways such as for building materials
based on differences in their physical and
chemical properties.
Recognize that soils vary in color, texture,
components, reaction to water, and ability to
support the growth of plants.
Conservation and responsible
use of materials is a subject
21
Recognize that the supply of many resources
is limited, and that resources can be extended
through recycling and decreased use.
discussed in the teacher
guide for every FOSS unit.
See for example:
Water, Investigation 1, Part 1
Recognize that discarded products contribute
to the problem of waste disposal.
*This module was developed for use in either grade one or two
Common Curriculum
Goals
Content
Standard
THE DYNAMIC EARTH
Understand changes occurring
within the lithosphere,
hydrosphere, and atmosphere
of the Earth.
Explain and
analyze
changes
occurring
within the
lithosphere,
hydrosphere,
and
atmosphere
of the Earth.
Grade 5
Benchmarks
FOSS
Investigation/Activity
Page
Number(s)
Describe patterns of seasonal weather.
Eligible content:
Describe weather in measurable quantities
including temperature, wind direction, wind
speed, and precipitation.
Interpret data over a period of time and use
information to describe changes from day to
day, week to week, and season to season.
Air and Weather,
Investigation 2, Parts 1-4*
Pages 8-32
Air and Weather, Activity 4,
Part 1*
Pages 8-11
Weather
graph
FOSS Science Stories,
Solar Energy
Pages 16-21
Water
Investigation 3, Parts 1-4
Pages 8-28
(evaporation)
22
Identify causes of Earth surface changes.
Water Investigation 1, Part 3
Pages 19-24
(slope)
Landforms,
Investigation 2, Parts 1-2 and
Investigation 3, Parts 1-3
Pages 8-22
Pages 8-24
FOSS Science Stories,
Landforms
Pages 15-21,
30-34
FOSS Science Stories,
Landforms
Pages 22-24,
27-30, 45-46
Eligible content:
Identify effects of wind and water on Earth
materials using appropriate models.
Identify effects of rapid changes on Earth’s
surface features including earthquakes and
volcanoes.
*This module was developed for use in either grade one or two.
Common Curriculum
Goals
Content
Standard
Grade 5
Benchmarks
THE EARTH IN SPACE
Understand the Earth’s place
in the solar system and the
universe.
Explain
relationships
among the
Earth, sun,
moon, and
the solar
system.
Describe the Earth’s place in the solar system
and the patterns of movement of objects
within the solar system using pictorial models.
FOSS
Investigation/Activity
Page
Number(s)
Eligible content:
Describe Earth’s position and movement in
the solar system.
Recognize that the rotation of the Earth on its
axis every 24 hours produces the night-andday cycle.
FOSS Science Stories,
Models and Designs
Pages 5-10
WWW.FOSSWEB.com
Solar Energy,
Pictures and
Lunar
Calendar
Resource ID
Solar Energy, Investigation 1,
Science Extensions
Page 24
Note: these benchmarks are
addressed more thoroughly in
the Planetary Science module
(FOSS Middle School).
23
Science: Scientific Inquiry
OCSS Definition: Use interrelated processes to pose questions and investigate the physical and living world.
Common Curriculum
Content
Grade 5
FOSS
Page
Goals
Standard
Benchmarks
Investigation/Activity Number(s)
FORMING THE
QUESTION/HYPOTHESIS
Formulate and express
scientific questions or
hypotheses to be investigated.
DESIGNING THE
INVESTIGATION
Design safe and ethical
scientific investigations to
address questions or
hypotheses.
Make
observations.
Formulate
and express
scientific
questions
and
hypotheses
to be
investigated
based on the
observations.
Design
scientific
investigations
to address
and explain
questions or
hypotheses.
Make observations. Ask questions or form
hypotheses based on observations, which can
be explored through simple investigations.
See 2001-2002 Scientific Inquiry Benchmark
2 Scoring Guide, Level 4.
Design a simple scientific investigation to
answer questions or test hypotheses.
See 2001-2002 Scientific Inquiry Benchmark
2 Scoring Guide, Level 4.
All FOSS modules are inquiry
based and students ask
questions in each. Some
examples are:
Physics of Sound,
Investigation 2, Part 1
Pages 8-12
Food and Nutrition,
Investigation 2, Part 3
Pages 22-25
Environments, Investigation
2, Part 4
Pages 26-30
Magnetism and Electricity,
Investigation 5, Part 3
Pages 21-25
Landforms, Investigation 3,
Part 3
Pages 20-24
Variables, Investigation 3,
Parts 1-3
All FOSS modules are inquiry
based and students design
investigations in each. Some
examples are:
Pages 8-23
Earth Materials, Investigation
4, Part 1
Pages 8-13
Levers and Pulleys,
Investigation 2, Parts 1-4
Pages 8-25
24
COLLECTING AND
PRESENTING DATA
Conduct procedures to collect,
organize, and display scientific
data.
Collect,
organize, and
display
scientific
data.
Solar Energy, Investigation 4,
Part 3
Pages 24-28
Measurement, Investigation
1, Parts 1-3
Pages 8-24
Mixtures and Solutions,
Investigation 2, Parts 1-3
Pages 8-24
Pages 8-20
Collect, organize, and summarize data from
investigations.
Food and Nutrition,
Investigation 3, Parts 1-2
Variables, Investigation 1,
Parts 1-3
See 2001-2002 Scientific Inquiry Benchmark
2 Scoring Guide, Level 4.
Magnetism and Electricity,
Investigation 1, Part 3
Pages 23-29
Environments, Investigation
2, Part 4
All FOSS modules are
inquiry-based and students
collect and organize data in
each. Some examples are:
Human Body, Investigation 4,
Parts 1-2
Variables, Investigation 1,
Parts 1-3
Pages 26-30
Environments, Investigation
5, Part 2
Pages 14-18
Measurement, Investigation
4, Parts 1-2
Pages 8-17
Models and Designs,
Investigation 3, Part 3
Environments, Investigation
5, Part 3
Pages 20-23
Pages 8-27
Pages 8-19
Pages 8-27
Pages 19-22
25
Common Curriculum
Goals
ANALYZING AND
INTERPRETING RESULTS
Analyze scientific information
to develop and present
conclusions.
Content
Standard
Analyze
scientific
information to
develop and
present
conclusions.
Grade 5
Benchmarks
Summarize, analyze, and interpret data from
investigations.
See 2001-2002 Scientific Inquiry Benchmark
2 Scoring Guide, Level 4.
FOSS
Investigation/Activity
Page
Number(s)
Measurement, Investigation
3, Parts 1-3
Pages 8-21
Variables, Investigation 3,
Math Extensions
Page 31
Levers and Pulleys,
Investigation 4, Parts 1-2
Pages 8-20
Human Body, Investigation 4,
Parts 1-2
Pages 8-19
Food and Nutrition,
Investigation 1, Part 2
Pages 16-20
Solar Energy, Investigation 3,
Parts 1-2
Pages 8-24
26
Instruction in the Common Curriculum Goals of Unifying Concepts and Processes, History and Nature of Science,
Science in Personal and Social Perspectives, and Science and Technology is required in all Oregon school districts;
however, they are not included on the statewide assessment except as specifically indicated in the eligible content in
Earth/Space Science, Life Science or Physical Science.
Science: Unifying Concepts and Processes
OCSS Definition: Understand and apply major concepts and processes common to all sciences.
Common Curriculum
Content
Grade 5
FOSS
Goals
Standard
Benchmarks
Investigation/Activity
•
Understand that any
collection of things that
have an influence on one
another can be thought of
as a system.
• Understand that a model is
a tentative scheme or
structure with explanatory
power.
• Understand that both
patterns of change and
stability are important in the
natural world.
• Understand that changes
in scale influence the
characteristics, properties
and relationships within a
system.
None
None
Page
Number(s)
Measurement, Investigation
4,
Part 2
Pages 14-17
(Temperature
change)
Landforms, Investigation 2,
Parts 1-2
Pages 8-22
(Changes in
stream table)
Mixtures and Solutions,
Investigation 4, Parts 1-3
Pages 8-24
(Chemical
change)
Solar Energy, Investigation 1,
Parts 1-2
Pages 8-21
(Shadow
changes)
FOSS Science Stories,
Models and Designs
Pages 5-10
27
Common Curriculum
Goals
See Above
See Above
Content
Standard
See Above
None
Grade 5
Benchmarks
FOSS
Investigation/Activity
Page
Number(s)
Environments, Investigation
5, Parts 1-3
Pages 8-22
(Environment
changes)
FOSS Science Stories,
Environments
Pages 36,
37, 39-41
Structures of Life,
Investigation 2, Parts 1-3
Pages 8-22
(Life cycle)
Environments, Investigation
1, Parts 1-2
Pages 8-19
(ecosystem)
FOSS Science Stories,
Structures of Life
Pages 20-21
FOSS Science Stories,
Water
Pages 14-16
(Water cycle)
FOSS Science Stories,
Structures of Life
Environments,
Investigation 4, Part 3
FOSS Science Stories,
Environments
Magnetism and Electricity,
Investigation 2, Parts 1-2
Variables, Investigation 1,
Parts 1-2
28
See Above
None
Models and Designs,
Investigation 2, Parts 1-3
Page 28
(Systems)
Landforms, Investigation 3,
Parts 1-3
Pages 19-22
(Ecosystems)
Pages 39-41
Solar Energy, Investigation 4,
Parts 1-3
Pages 8-19
(circuits)
Landforms, Investigation 4,
Parts 1-2
See Above
See Above
Pages 8-24
(pendulum
systems)
Models and Designs
Investigation 2, Parts 1-2
Pages 8-24
(humdingers)
Magnetism and Electricity,
Investigation 1, Part 3
Pages 23-29
(Cause and
effect)
Levers and Pulleys,
Investigation 1, Parts 2-3
Pages 18-28
Variables, Investigation 1,
Parts 2-3
Pages 16-27
(Cause and
effect)
Physics of Sound,
Investigation 2, Parts 1-3
Pages 8-24
Models and Designs,
Investigation 3, Parts 1-3
Pages 8-23
Variables, Investigation 4,
Parts 1-3
Pages 8-23
29
FOSS Science Stories,
Water
Pages 22-23
FOSS Science Stories,
Landforms
Pages 27-34
FOSS Science Stories,
Solar Energy
Human Body, Investigation 3,
Part 2
Pages 18-21
Pages 15-18
(Structure
and function)
Structures of Life,
Investigation 4, Parts 1-2
Pages 8-19
FOSS Science Stories,
Structures of Life
Pages 1-3
FOSS Science Stories,
Ideas and Inventions
Pages 1-3, 9,
10, 17
(Structure
and function)
Models and Designs,
Investigation 4, Parts 1-2
Pages 6-15
(Structural
design and
function)
.
FOSS Science Stories,
Models and Designs
Pages 25-27,
28, 37-40
30
Science: History and Nature of Science
OCSS Definition: Understand science as a human endeavor, the nature of scientific knowledge and the history of
science as it relates to and clarifies scientific inquiries.
Common Curriculum
Content
Grade 5
FOSS
Page
Goals
Standard
Benchmarks
Investigation/Activity Number(s)
Understand that science is a
human endeavor practiced by
individuals from many different
cultures.
Understand that scientific
knowledge is subject to
change based on new findings
and results of scientific
observation and
experimentation.
Understand that scientific
knowledge distinguishes itself
through the use of empirical
standards, logical arguments,
and skepticism.
None
None
FOSS Science Stories,
Magnetism and Electricity
Pages 10-11,
12-15, 16,
17-19
FOSS Science Stories,
Models and Designs
Pages 4, 510, 11- 16,
37-40
FOSS Science Stories,
Mixtures and Solutions
Pages 5, 8,
9, 10, 15, 22,
23-25, 26-30,
31-33
FOSS Science Stories,
Models and Designs
Pages 5-10
FOSS Science Stories,
Mixtures and Solutions
Pages 26-30
FOSS Science Stories,
Variables
Pages 21-28
FOSS Science Stories,
Models and Designs
FOSS Science Stories,
Mixtures and Solutions
Pages 1-10
Pages 5, 8,
9, 10, 15, 22,
23-25, 26-30,
31-33
31
SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES
OCSS Definition: Understand that science provides a basis for understanding and acting on personal and social
issues.
Common Curriculum
Content
Grade 5
FOSS
Page
Goals
Standard
Benchmarks
Investigation/Activity Number(s)
Describe the role of science
and technology in local,
national, and global issues.
Describe how daily choices of
individuals, taken together,
affect global resource cycles,
ecosystems, and natural
resource supplies.
Explain risks and benefits in
personal and community
health from a science
perspective.
None Given
None Given
None Given
None Given
Solar Energy, Investigation 4,
Part 1
Pages 8-19
Landforms, Investigation 3,
Part 3
Pages 20-24
FOSS Science Stories,
Mixtures and Solutions
Pages 18- 20
FOSS Science Stories,
Environments
Pages 1-8, 917, 27-35,
36, 37, 39-41
FOSS Science Stories,
Solar Energy
Pages 1-7,
22-24, 25,
26-27, 28-30,
31-32
Food and Nutrition,
Investigation 4, Part 1
Pages 8-15
FOSS Science Stories,
Food and Nutrition
Pages 1-5,
14-15, 27-29
FOSS Science Stories,
Environments
Pages 36, 37
32
SCIENCE AND TECHNOLOGY
OCSS Definition: Understand the interconnections among science, technology, and society.
Common Curriculum
Content
Grade 5
FOSS
Goals
Standard
Benchmarks
Investigation/Activity
Understand the relationship
that exists between science
and technology.
Understand the process of
technological design to solve
problems and meet needs.
None Given
None Given
None Given
None Given
Page
Number(s)
FOSS Science Stories,
Magnetism and Electricity
Pages 10-11,
12-15, 16,
17-19, 20-23,
24-25, 26-29
Models and Designs,
Investigation 4, Parts 1-2
Pages 6-15
FOSS Science Stories,
Food and Nutrition
Pages 10-13,
14-15, 16-19,
21-23, 24-25,
26, 27-29
Models and Designs,
Investigation 3, Parts 1-3
Pages 8-23
FOSS Science Stories,
Variables
Pages 18-20,
21-28, 29-31
FOSS Science Stories,
Models and Designs
Pages 17-20,
21-24, 25-28,
29-36, 37-40
33
BENCHMARK 3: GRADE 8
PHYSICAL SCIENCE
OCSS Definition: Understand structures and properties of matter and changes that occur in the physical world.
Common Curriculum
Content
Grade 8
FOSS
Page
Goals
Standard
Benchmarks
Investigation/Activity Number(s)
MATTER
Understand structure and
properties of matter.
Understand
structure and
properties of
matter.
Compare properties of specific substances.
Eligible content:
Mixtures and Solutions
Investigation 2, Parts 1-4
Pages 8-28
Earth History
Investigation 3, Part 1
Pages 77-95
Grand
Canyon
Rocks
Use the concept of density to evaluate which
objects will float or sink in water.
Planetary Science
Investigation 8, Parts 1-4
Pages 239270
Moon Rocks
Compare physical and chemical changes.
Mixtures and Solutions
Investigation 4, Parts 1-2
Describe how to measure characteristic
properties including boiling and melting
points, solubility, and density.
Recognize that substances may be
grouped by their properties.
MATTER
Understand chemical and
physical changes.
Describe and
analyze
chemical and
physical
changes.
Eligible content:
Distinguish between examples of chemical
changes and physical changes.
Describe processes that will separate the
components of physical mixtures.
Describe events that accompany chemical
changes but not physical changes.
Explain how our understanding of the nature
of matter and chemical reactions has changed
over time.
FOSS Science Stories,
Mixtures and Solutions
Note: these benchmarks will
be addressed in more depth
in the FOSS Middle School
unit on chemistry, currently
under development at the
Lawrence Hall of Science.
34
Common Curriculum
Goals
FORCE
Understand fundamental
forces, their forms, and their
effects on motion.
Content
Standard
Grade 8
Benchmarks
Describe
fundamental
forces and
the motions
resulting from
them.
Explain interactions between force and
matter, and relationships among force, mass,
and motion.
Eligible content:
Recognize and describe the motion of an
object based on its mass, and the force
exerted on it.
Predict the change in directions or speed of
an object by changing the forces acting on it.
Explain inertia.
See Above
See Above
FOSS
Investigation/Activity
Page
Number(s)
Models and Designs,
Investigation 3, Parts 1-3
Pages 8-23
Go-carts
Planetary Science
Investigation 3, Part 2 and
Planetary Science Resources
Pages 94-98
Levers and Pulleys,
Investigation 3, Parts 1-3
Pages 8-29
Pulleys
Variables, Investigation 3,
Parts 1-3
Pages 8-24
Plane sense
Electronics
Investigation 3, Parts 1-4
Pages 111136
Planetary Science
Investigation 5, Parts 1-6 and
Planetary Science Resources
Pages 143178
Pages 39,6970
Recognize that every object exerts
gravitational force on every other object.
Eligible content:
Describe the effect of gravitational force on
objects at the Earth’s surface.
Pages 63-73
35
Common Curriculum
Goals
ENERGY
Understand energy, its
transformations, and
interactions with matter.
Content
Standard
Explain and
analyze the
interaction of
energy and
matter.
Grade 8
Benchmarks
See Above
Page
Number(s)
Compare forms and behaviors of various
types of energy.
Eligible content:
Distinguish between the forms of energy
including heat, chemical, mechanical, and
gravitational potential energy.
See Above
FOSS
Investigation/Activity
FOSS Science Stories,
Solar Energy
Pages 1-5
Models and Designs,
Investigation 2, Parts 1- 3
Pages 8-24
Humdingers
Solar Energy, Investigation 2,
Parts 1-2
Pages 8-24
Electronics,
Investigation 1, Part 1
Pages 43-60
Describe and explain various energy transfers
and resulting transformations.
Eligible content:
Pages 158167
Trace the flow of energy transformations in a
system.
Planetary Science
Investigation 5, Parts 2-3
Explain the principle that energy is conserved,
neither created nor destroyed.
Electronics,
Investigation 3, Parts 1-3
Identify how technological advances have
changed humankind’s use of energy.
Solar Energy, Investigation 4,
Parts 1-3
Pages 8-28
FOSS Science Stories,
Solar Energy
Pages 1-5,
22-24, 25,
26-27, 28-30
Pages 111132
36
Science: Life Science
OCSS Definition: Understand structure, functions, and interactions of living organisms and the environment.
Common Curriculum
Content
Grade 8
FOSS
Page
Goals
Standard
Benchmarks
Investigation/Activity Number(s)
ORGANISMS
Understand the characteristics,
structure, and functions of
organisms.
Describe the
characteristic
s, structure,
and functions
of organisms.
Describe and explain the relationship and
interaction of organ systems.
Human Brain and Senses
Investigation 5, Parts 3-4
Pages 165176
Eligible content:
FOSS Science Stories
Food and Nutrition
Pages 6-9
digestive
system
Identify organ systems at work during a
particular activity and describe their effect on
each other.
See Above
See Above
Describe and explain the structure and
functions of an organism in terms of cells,
tissues and organs.
Eligible content:
Identify differences and similarities between
plant and animal cells.
Recognize how structural differences among
organisms at the cellular, tissue, and organ
level are related to their habitat and life
requirements.
*Note: the interaction of the
skeletal and muscular
systems is also addressed in
the FOSS Human Body unit,
designed for grades 3-4.
Human Brain and Senses
Resources
Pages 57-78
These benchmarks will be
addressed in the FOSS
Middle School unit Diversity
of Life, under development at
the Lawrence Hall of Science.
Identify photosynthesis as the process by
which plants use the energy from light to
make sugars out of carbon dioxide and water,
and that this food can be used immediately for
fuel or it may be stored for later use.
Explain how our understanding of cells and
microbes has changed over time.
37
Common Curriculum
Goals
Content
Standard
HEREDITY
Understand the transmission of
traits in living things.
Understand
the
transmission
of traits in
living things.
Grade 8
Benchmarks
FOSS
Investigation/Activity
Page
Number(s)
Describe how traits of an organism are
passed on from generation to generation.
Eligible content:
Distinguish between asexual and sexual
reproduction .
Identify traits inherited through genes and
those resulting from interactions with the
environment.
These benchmarks will be
addressed in the FOSS
Middle School unit Diversity
of Life, under development at
the Lawrence Hall of Science.
Use simple laws of probability to predict
patterns of heredity with the use of Punnett
squares.
DIVERSITY/
INTERDEPENDENCE
Understand the relationships
among living things and
between living things and their
environments.
Explain and
analyze the
interdepende
nce of
organisms in
their natural
environment.
Explain how our understanding of heredity
has changed over time.
Identify and describe the factors that influence
or change the balance of populations in their
environment.
Eligible content:
Identify that sunlight is the major source of
energy in most ecosystems and that energy
then passes from organism to organism in
food webs.
FOSS Science Stories,
Solar Energy
Pages 1-5
Environments,
Investigation 1, Parts 1-2
Pages 8-19
Identify populations of organisms within an
ecosystem by the function that they serve.
FOSS Science Stories,
Environments
Pages 1-8,
28, 39-41
Differentiate between relationships among
organisms including predator-prey, producerconsumer, and parasite-host
These benchmarks will be
addressed in more depth in
the FOSS Middle School unit
Populations and Ecosystems,
under development at the
Lawrence Hall of Science.
Explain the importance of niche to an
organism’s ability to avoid direct competition
for resources.
38
Common Curriculum
Goals
Content
Standard
DIVERSITY/
INTERDEPENDENCE
Understand the relationships
among living things and
between living things and their
environments.
Describe and
analyze
diversity of
species,
natural
selection,
and
adaptations.
Grade 8
Benchmarks
FOSS
Investigation/Activity
Page
Number(s)
Describe how adaptations help a species
survive.
Eligible content:
Describe changes to the environment that
have caused the population of some species
to change.
Identify conditions that might cause a species
to become endangered or extinct.
Describe and explain the theory of natural
selection as a mechanism for evolution.
Eligible content:
Identify and explain how random variations in
species can be preserved through natural
selection.
Describe how animal and plant structures
adapt to environmental change.
Environments,
Investigation 5, Parts 1-3
Pages 8-22
FOSS Science Stories,
Environments
Pages 8-20,
27-37, 39-41
These benchmarks will be
addressed in more depth in
the FOSS Middle School unit
Populations and Ecosystems,
under development at the
Lawrence Hall of Science.
Earth History
Investigation 7, Parts 1-2 and
Earth History Resources
These benchmarks will be
addressed in more depth in
the FOSS Middle School unit
Populations and Ecosystems,
under development at the
Lawrence Hall of Science.
Pages 227244 Fossils
Pages 38-46,
76-79, 83-88
(Note that
page 85 is
specifically
about
Darwin’s
theory of
evolution.)
39
Science: Earth and Space Science
OCSS Definition: Understand physical properties of the Earth, how those properties change, and the Earth’s
relationship to other celestial bodies.
Common Curriculum
Content
Grade 8
FOSS
Page
Goals
Standard
Benchmarks
Investigation/Activity Number(s)
THE DYNAMIC EARTH
Understand the properties and
limited availability of the
materials which make up the
Earth.
Identify the
structure of
the Earth
system and
the
availability
and use of
the materials
that make up
the system.
Recognize that Earth materials are limited,
and explore strategies for addressing this
problem.
Eligible content:
Identify ways in which various resources can
be recycled and reused.
Conservation and responsible
use of materials is a subject
discussed in the teacher
guide for every FOSS unit.
See for example:
Mixtures and Solutions
Investigation 1, Part 1
Electronics Resources
Pages 8-15
Pages 18-21
“Say Green”,
23-25
*This module was developed for use in either grade one or two
40
Common Curriculum
Goals
Content
Standard
Grade 8
Benchmarks
THE DYNAMIC EARTH
Understand changes occurring
within the lithosphere,
hydrosphere, and atmosphere
of the Earth.
Explain and
analyze
changes
occurring
within the
lithosphere,
hydrosphere,
and
atmosphere
of the Earth.
Explain the water cycle and its relationship to
weather and climatic patterns.
FOSS
Investigation/Activity
Page
Number(s)
Water* Investigation 3, Parts
1-2
Pages 8-22
FOSS Science Stories,
Solar Energy
Pages 18-21
Eligible content:
Explain the water cycle.
Identify factors that cause or affect weather
patterns.
Identify factors that affect the rate of
evaporation, condensation, and cloud
formation.
Identify the difference between weather and
climate.
Explain how geography affects climate.
These benchmarks will be
addressed in more depth in
the FOSS Middle School unit
Weather and Water, under
development at the Lawrence
Hall of Science.
FOSS Science Stories,
Solar Energy
Pages 18-21
41
Describe the Earth’s structure and how it
changes over time.
Eligible content:
Earth History Resources
Pages 100105
Landforms
Investigation 2, Parts 1-2
Pages 8-22
Earth History
Investigation 4, Parts 1-6
Pages 113163
Identify factors affecting water flow, soil
erosion and deposition.
Landforms
Investigation 3, Parts 1-3
Pages 8-24
Give examples of landform changes that
occur at different rates.
Landforms
Investigation 3, Parts 1-3
Pages 8-24
Describe the evidence for and the
development of the theory of plate tectonics.
Earth History Resources
Pages 100105
Recognize the solid Earth is layered with a
lithosphere, a hot convecting mantle, and a
dense metallic core.
Identify the processes that result in different
kinds of landforms.
Explain the rock cycle in terms of constructive
(crustal deformation, volcanic eruption, and
sediment deposition) and destructive
(weathering and erosion) forces in land
formation.
Earth History Resources
Describe that the total amount of Earth
material stays the same as its forms change
in the rock cycle.
Pages 93-97
*This module was developed for use in grade 3 or 4.
42
Common Curriculum
Goals
Content
Standard
Grade 8
Benchmarks
FOSS
Investigation/Activity
Page
Number(s)
THE EARTH IN SPACE
Understand the Earth’s place
in the solar system and the
universe.
Explain
relationships
among the
Earth, sun,
moon, and
the solar
system.
Explain the relationship of the Earth’s motion
to the day, season, year, phases of the moon,
and eclipses.
Planetary Science
Investigation 3, Parts 1-3
Pages 79101
Eligible content:
Planetary Science Resources
Pages 5253,84-89
FOSS Science Stories,
Models and Designs
Pages 5-10
WWW.FOSSWEB.com
Solar Energy,
Pictures and
Lunar
Calendar
Resource ID
FOSS Science Stories,
Solar Energy
Pages 1-9
Explain the relationship between the cycle of
seasons and the tilt of the Earth on its axis.
Science: Scientific Inquiry
OCSS Definition: Use interrelated processes to pose questions and investigate the physical and living world.
Common Curriculum
Content
Grade 8
FOSS
Page
Goals
Standard
Benchmarks
Investigation/Activity Number(s)
FORMING THE
QUESTION/HYPOTHESIS
Formulate and express
scientific questions or
hypotheses to be investigated.
Make
observations.
Formulate
and express
scientific
questions
and
hypotheses
to be
Based on observations and scientific
concepts, ask questions or form hypotheses
that can be explored through simple
investigations.
See 2001-2002 Scientific Inquiry Benchmark
2 Scoring Guide, Level 4.
All FOSS modules are inquiry
based and students ask
questions in each. Some
examples are:
Food and Nutrition,
Investigation 2, Part 3
Pages 22-25
Environments,
Pages 26-30
43
investigated
based on the
observations.
DESIGNING THE
INVESTIGATION
Design safe and ethical
scientific investigations to
address questions or
hypotheses.
Design
scientific
investigations
to address
and explain
questions or
hypotheses.
Investigation 2, Part 4
Design a simple scientific investigation to
answer questions or test hypotheses.
See 2001-2002 Scientific Inquiry Benchmark
2 Scoring Guide, Level 4.
Landforms,
Investigation 3, Part 3
Pages 20-24
Electronics,
Investigation 6, Parts 1- 4
All FOSS modules are inquiry
based and students design
investigations in each. Some
examples are:
Pages 177209
Levers and Pulleys,
Investigation 2, Parts 1-4
Pages 8-25
Models and Designs
Investigation 3, Parts 1-3
Pages 8-23
Solar Energy, Investigation 4,
Part 3
Pages 24-28
Mixtures and Solutions,
Investigation 2, Parts 1-3
Pages 8-24
Food and Nutrition,
Investigation 3, Parts 1-2
Pages 8-20
Human Brain and Senses
Investigation 2, Parts 1-3
Pages 61-84
Planetary Science
Investigation 5, Parts 1-4
Pages 143173
44
Common Curriculum
Goals
COLLECTING AND
PRESENTING DATA
Conduct procedures to collect,
organize, and display scientific
data.
ANALYZING AND
INTERPRETING RESULTS
Analyze scientific information
to develop and present
conclusions.
Content
Standard
Collect,
organize, and
display
scientific
data.
Analyze
scientific
information to
develop and
present
conclusions.
Grade 8
Benchmarks
Collect, organize, and display sufficient data
to support analysis.
See 2001-2002 Scientific Inquiry Benchmark
2 Scoring Guide, Level 4.
Summarize and analyze data, including
possible sources of error. Explain results and
offer reasonable and accurate interpretations
and implications.
See 2001-2002 Scientific Inquiry Benchmark
2 Scoring Guide, Level 4.
FOSS
Investigation/Activity
Page
Number(s)
All FOSS modules are
inquiry-based and students
collect and organize data in
each. Some examples are:
Environments, Investigation
5, Part 2
Pages 14-18
Models and Designs,
Investigation 3, Part 3
Pages 20-23
Planetary Science
Investigation 7, Parts 1-3
Pages 207231
Electronics
Investigation 5, Parts 1-3
Levers and Pulleys,
Investigation 4, Parts 1-2
Pages 153175
Food and Nutrition,
Investigation 1, Part 2
Pages 16-20
Solar Energy, Investigation 3,
Parts 1-2
Pages 8-24
Electronics
Investigation 4, Parts 1-2
Pages 137152
Earth History
Investigation 3, Parts 1-4
Pages 77112
Pages 8-20
45
Instruction in the Common Curriculum Goals of Unifying Concepts and Processes, History and Nature of Science,
Science in Personal and Social Perspectives, and Science and Technology is required in all Oregon school districts;
however, they are not included on the statewide assessment except as specifically indicated in the eligible content in
Earth/Space Science, Life Science or Physical Science.
Science: Unifying Concepts and Processes
OCSS Definition: Understand and apply major concepts and processes common to all sciences.
Common Curriculum
Content
Grade 8
FOSS
Goals
Standard
Benchmarks
Investigation/Activity
•
Understand that any
collection of things that
have an influence on one
another can be thought of
as a system.
• Understand that a model is
a tentative scheme or
structure with explanatory
power.
• Understand that both
patterns of change and
stability are important in the
natural world.
• Understand that changes
in scale influence the
characteristics, properties
and relationships within a
system.
None
None
Page
Number(s)
Models and Designs,
Investigation 2, Parts 1-3
Pages 8-24
(Humdingers)
Electronics, Investigation 1,
Parts 1-5
Pages 43-80
(Circuits)
Planetary Science
Investigation 5, Parts 1-7
Pages 143183(Craters)
Solar Energy, Investigation 1,
Parts 1-2
Pages 8-21
(Shadow
changes)
FOSS Science Stories,
Models and Designs
Pages 5-10
Models and Designs,
Investigation 2, Parts 1-3
Pages 8-24
(Humdingers)
Solar Energy, Investigation 4,
Parts 1-3
Pages 8-24
(Humdingers)
(Pages 8-28
Model solar
homes)
46
Science: History and Nature of Science
OCSS Definition: Understand science as a human endeavor, the nature of scientific knowledge and the history of
science as it relates to and clarifies scientific inquiries.
Common Curriculum
Content
Grade 8
FOSS
Page
Goals
Standard
Benchmarks
Investigation/Activity Number(s)
Understand that science is a
human endeavor practiced by
individuals from many different
cultures.
Understand that scientific
knowledge is subject to
change based on new findings
and results of scientific
observation and
experimentation.
Understand that scientific
knowledge distinguishes itself
through the use of empirical
standards, logical arguments,
and skepticism.
None
None
FOSS Science Stories,
Models and Designs
Pages 1-39
Earth History Resources
Pages 98-99
FOSS Science Stories,
Mixtures and Solutions
Pages 26-30
FOSS Science Stories,
Mixtures and Solutions
Pages 5, 8,
9, 10, 15, 22,
23-25, 26-30,
31-33
47
SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES
OCSS Definition: Understand that science provides a basis for understanding and acting on personal and social
issues.
Common Curriculum
Content
Grade 8
FOSS
Page
Goals
Standard
Benchmarks
Investigation/Activity Number(s)
Describe the role of science
and technology in local,
national, and global issues.
None Given
Describe how daily choices of
individuals, taken together,
affect global resource cycles,
ecosystems, and natural
resource supplies.
None Given
Explain risks and benefits in
personal and community
health from a science
perspective.
None Given
None Given
None Given
None Given
Solar Energy, Investigation 4,
Part 1
Pages 8-19
Electronics Resources
Pages 18-29
Human Brain and Senses
Resources
Pages 23-28,
47-49
FOSS Science Stories,
Solar Energy
Pages 1-7,
22-24, 25,
26-27, 28-30,
31-32
Food and Nutrition,
Investigation 4, Part 1
Pages 8-15
FOSS Science Stories,
Food and Nutrition
Pages 1-5,
14-15, 27-29
FOSS Science Stories,
Environments
Pages 36, 37
Human Brain and Senses
Investigation 5, Parts 1-4
Pages 145176
48
SCIENCE AND TECHNOLOGY
OCSS Definition: Understand the interconnections among science, technology, and society.
Common Curriculum
Content
Grade 8
FOSS
Goals
Standard
Benchmarks
Investigation/Activity
Understand the relationship
that exists between science
and technology.
Understand the process of
technological design to solve
problems and meet needs.
None Given
None Given
None Given
Page
Number(s)
FOSS Science Stories,
Models and Designs
Pages 1-39
Models and Designs,
Investigation 4, Parts 1-2
Pages 6-15
FOSS Science Stories,
Food and Nutrition
Pages 10-13,
14-15, 16-19,
21-23, 24-25,
26, 27-29
Electronics
Investigation 7, Parts 1-3
Pages 211238
Models and Designs,
Investigation 3, Parts 1-3
Pages 8-23
None Given
FOSS Science Stories,
Models and Designs
Human Brain and Senses
Investigation 5, Parts 1-4
Human Brain and Senses
Resources
Pages 17-20,
21-24, 25-28,
29-36, 37-40
Pages 145176
Pages 3-6,
19-21 (EEGs
and MRIs)
49