PHYSICAL SCIENCE, Continued

SCIENCE Standards adopted April 2001. Student accountability on these standards begins with statewide assessments in 2002-03. Science is the rational and systematic observation, identification, description, experimental investigation, and theoretical explanation of natural events. The interrelated areas of scientific study attempt to answer questions about the physical and living universe.

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

Common Benchmark 1 Curriculum Goals (Grade 3) Benchmark 2 Benchmark 3 CIM/CAM* Content Standards PASS Criteria (Grade 5) (Grade 8) (Grade 10)

MATTER Understand structure Describe objects Identify substances Compare properties Describe properties Know and apply and properties of according to their as they exist in of specific of elements and their fundamental Understand structure matter. physical properties. different states of substances. relationship to the concepts of the and properties of matter. periodic table. physical sciences. matter. Distinguish among Describe how to Explain atoms and Understand and solids, liquids, and measure their base correctly use gases. characteristic components essential principles, properties including (protons, neutrons, organizations, Identify unique boiling and melting and electrons) as a concepts, properties of each points, solubility, basis for all matter. terminology, and state of matter. and density. notations from a Read and interpret field of science. Recognize that the periodic table, substances may be recognizing the Use information, grouped by their relationship of the skills, and physical properties. chemical and investigative physical properties Use the concept of processes employed of the elements to density to evaluate in a field of science. their position on the which objects will periodic table. float or sink in Investigate, through water. Recognize that the research and inquiry, historical important principles, development of theories, and atomic theory relationships from a demonstrates how field of science. Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

Common Benchmark 1 Benchmark 2 Benchmark 3 CIM/CAM* Content Standards PASS Criteria Curriculum Goals (Grade 3) (Grade 5) (Grade 8) (Grade 10)

scientific knowledge changes over time, and how those changes have had an impact on society. Understand chemical Describe and analyze Describe changes Describe the ability Compare physical Analyze the effects of (See Page 1) and physical chemical and that occur in matter. of matter to change and chemical various factors on changes. physical changes. state by heating and changes. physical changes and cooling. chemical reactions. Recognize that Distinguish between Describe how heating and cooling examples of transformations cause changes in chemical changes among solids, states of matter. and physical liquids, and gases changes. occur (change of Identify changes in state). states of matter seen Describe processes in the environment. that will separate Identify factors that the components of can influence physical mixtures. change of state, including Describe events that temperature, accompany chemical pressure, and changes, but not concentration. physical changes. Describe chemical Explain how our reactions in terms of understanding of the reactants and nature of matter and products. chemical reactions has changed over Describe the factors time. that affect the rate of chemical reactions. Recognize examples that show when substances combine or break apart in a chemical reaction, Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

Common Benchmark 1 Benchmark 2 Benchmark 3 CIM/CAM* Content Standards PASS Criteria Curriculum Goals (Grade 3) (Grade 5) (Grade 8) (Grade 10)

the total mass remains the same (conservation of mass). FORCE Describe Describe an object’s Describe and Explain interactions Describe and explain (See Page 1) fundamental forces position and how to compare the motion between force and the effects of Understand and the motions affect its movement. of objects. matter and multiple forces fundamental forces, resulting from them. relationships among acting on an object. their forms, and their force, mass, and effects on motion. motion. Recognize and Recognize and Understand and describe the motion describe the motion apply the of an object in terms of an object based relationship F=ma of one or more on its mass and the in situations in forces acting on it. force exerted on it. which one force acts on an object. Predict the change in direction or speed Recognize that equal of an object by and opposite forces changing the forces occur when one acting on it. object exerts a force on another. Explain inertia. Describe the forces acting on an object, based on the motion of that object.

Identify examples of Recognize that every Recognize that (See Page 1) magnetism and object exerts gravity is a universal gravity exerting gravitational force force. force on an object. on every other object.

Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

Common Benchmark 1 Benchmark 2 Benchmark 3 CIM/CAM* Content Standards PASS Criteria Curriculum Goals (Grade 3) (Grade 5) (Grade 8) (Grade 10)

Recognize that Describe the effect Describe the magnets attract and of gravitational relationship of mass repel each other and force on objects at and distance to other materials. the Earth’s surface. gravitational force. Recognize that things on or near Earth are pulled toward it by Earth’s gravity.

ENERGY Explain and analyze Identify common Identify forms of Compare forms and Describe differences (See Page 1) the interaction of types and uses of various types of behaviors of various and similarities Understand energy, energy and matter. energy. energy and their types of energy. between kinds of its transformations, effects on matter. waves, including and interactions with sound, seismic, and matter. electromagnetic, as a means of transmitting energy.

Identify various Distinguish between Recognize that forms of energy the forms of energy waves of all kinds including heat, light, including heat, have energy that can sound, and chemical, be transferred when electricity. mechanical, and the waves interact gravitational with matter. potential energy. Apply the concepts of frequency, wavelength, amplitude, and energy to electromagnetic and mechanical waves.

Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

Common Benchmark 1 Benchmark 2 Benchmark 3 CIM/CAM* Content Standards PASS Criteria Curriculum Goals (Grade 3) (Grade 5) (Grade 8) (Grade 10)

Describe examples Describe and explain Describe and analyze of energy transfer. various energy examples of transfers and conservation of resulting energy. transformations.

Identify the direction Trace the flow of Recognize that heat (See Page 1) of heat transfer on a energy energy is a by- diagram showing transformations in a product of most objects at different system. energy temperatures. transformations. Explain the principle Identify ways to that energy is Describe ways in produce heat conserved, neither which energy can be including light, created nor transferred, burning, electricity, destroyed. including chemical friction, and as a by- reactions, nuclear Identify how product of reactions, and light technological mechanical and waves. advances have electrical machines. changed Explain the Identify examples of humankind’s use of difference between energy transfer in energy. potential and kinetic the environment. energy. Analyze the flow of energy through a system by applying the law of conservation of energy.

Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

* Students must meet CIM performance standards in English, mathematics, science, and social sciences through Oregon Standards—School Year 2002-03 CIM assessment options as a requirement for the Certificate of Advanced Mastery (CAM). Page 30-36 LIFE SCIENCE: Understand structure, functions, and interactions of living organisms and the environment.

Benchmark 2 Benchmark 3 CIM/CAM* Common Benchmark 1 Content Standards (Grade 5) (Grade 8) (Grade 10) PASS Criteria Curriculum Goals (Grade 3)

ORGANISMS Describe the Recognize Group or classify Know and apply Understand the characteristics, characteristics that organisms based on a fundamental concepts of the life characteristics, structure, and are similar and variety of sciences. structure, and functions of different between characteristics. functions of organisms. organisms. Understand and organisms. correctly use essential principles, Classify a variety of organizations, living things into concepts, groups using various terminology, and characteristics. notations from a field Describe the function Describe and explain of science. of organ systems. the relationship and interaction of organ Use information, systems. skills, and investigative Classify organs by Identify organ processes employed the system to which systems at work in a field of science. they belong. during a particular activity and describe Investigate, through their effect on each other. research and inquiry, important principles, theories, and relationships from a field of science. Describe the basic Describe basic plant Describe and explain Describe, explain, needs of living and animal structures the structure and and compare the things. and their functions. functions of an structure and organism in terms of functions of cells in cells, tissues, and organisms. organs.

Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

* Students must meet CIM performance standards in English, mathematics, science, and social sciences through Oregon Standards—School Year 2002-03 CIM assessment options as a requirement for the Certificate of Advanced Mastery (CAM). Page 30-36 LIFE SCIENCE, continued Benchmark 2 Benchmark 3 CIM/CAM* Common Benchmark 1 Content Standards (Grade 5) (Grade 8) (Grade 10) PASS Criteria Curriculum Goals (Grade 3)

Associate specific Identify differences Describe how (See Page 6) structures with their and similarities biological systems functions in the between plant and can maintain survival of the animal cells. equilibrium organism. (homeostasis). Recognize how structural Identify unique differences among structures in cells organisms at the from plants, animals, cellular, tissue, and and prokaryotes. organ level are Identify cell related to their organelles and state habitat and life how their activities requirements. contribute to a Identify particular type of photosynthesis as the cell carrying out its process by which functions. plants use the energy Explain the role of from light to make the cell membrane in sugars out of carbon cell transport. dioxide and water, and that this food Distinguish between can be used active and passive immediately for fuel transport, including or materials or it diffusion and may be stored for osmosis, explaining later use. the mechanics of each. Explain how our understanding of Describe cells and microbes photosynthesis as a has changed over chemical process time. and part of the carbon cycle. Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

* Students must meet CIM performance standards in English, mathematics, science, and social sciences through Oregon Standards—School Year 2002-03 CIM assessment options as a requirement for the Certificate of Advanced Mastery (CAM). Page 30-36 LIFE SCIENCE, continued Benchmark 2 Benchmark 3 CIM/CAM* Common Benchmark 1 Content Standards (Grade 5) (Grade 8) (Grade 10) PASS Criteria Curriculum Goals (Grade 3)

Explain how the development of tools and technology, including microscopes, has aided in the understanding of cells and microbes. HEREDITY Understand the Describe how related Describe the life Describe how the Explain laws of (See Page 6) Understand the transmission of traits plants and animals cycle of an organism. traits of an organism heredity and their transmission of traits in living things. have similar are passed from relationship to the in living things. characteristics. generation to structure and generation. function of DNA.

Describe the life Distinguish between Describe the cycle of common asexual and sexual structure of DNA organisms. reproduction. and the way that DNA functions to Recognize that Identify traits control protein organisms are inherited through synthesis. produced by living genes and those organisms of similar resulting from Recognize and kind, and do not interactions with the understand the appear environment. differences between spontaneously from meiosis and mitosis Use simple laws of inanimate materials. in cellular probability to predict reproduction. patterns of heredity with the use of Recognize that Punnett squares. changes in DNA (mutations) and Explain how our anomalies in understanding of chromosomes create heredity has changed changes in over time. organisms.

Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

* Students must meet CIM performance standards in English, mathematics, science, and social sciences through Oregon Standards—School Year 2002-03 CIM assessment options as a requirement for the Certificate of Advanced Mastery (CAM). Page 30-36 LIFE SCIENCE, continued Benchmark 2 Benchmark 3 CIM/CAM* Common Benchmark 1 Content Standards (Grade 5) (Grade 8) (Grade 10) PASS Criteria Curriculum Goals (Grade 3)

Apply concepts of inheritance of traits, including Mendel’s laws, Punnett squares, and pedigrees, to determine the characteristics of offspring. Recognize the existence of technology that can alter and/or determine inherited traits. DIVERSITY/INTER- Explain and analyze Describe a habitat Describe the Identify and describe Describe and analyze (See Page 6) DEPENDENCE the interdependence and the organisms relationship between the factors that the effect of species, of organisms in their that live there. characteristics of influence or change including humans, on Understand the natural environment. specific habitats and the balance of an ecosystem. relationships among the organisms that populations in their living things and live there. environment. between living things and their environments.

Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

* Students must meet CIM performance standards in English, mathematics, science, and social sciences through Oregon Standards—School Year 2002-03 CIM assessment options as a requirement for the Certificate of Advanced Mastery (CAM). Page 30-36 LIFE SCIENCE, continued Benchmark 2 Benchmark 3 CIM/CAM* Common Benchmark 1 Content Standards (Grade 5) (Grade 8) (Grade 10) PASS Criteria Curriculum Goals (Grade 3)

Use drawings or Identify that sunlight Predict outcomes of (See Page 6) models to represent is the major source changes in resources a series of food of energy in most and energy flow in chains for specific ecosystems and that an ecosystem. habitats. energy then passes Explain how humans from organism to Identify the and other species organism in food producers, can impact an webs. consumers, and ecosystem. decomposers in a Identify populations Explain how the given habitat. of organisms within balance of resources an ecosystem by the Recognize how all will change with the function that they animals depend introduction or loss serve. upon plants whether of a new species or not they eat the Differentiate within an ecosystem. plants directly. between relationships among Explain the organisms including relationship between predator-prey, animal behavior and producer-consumer, species survival. and parasite-host. Describe the living Explain the and nonliving importance of niche resources in a to an organism’s specific habitat and ability to avoid the adaptations of direct competition organisms to that for resources. habitat. Describe and analyze Identify how some Describe how Describe and explain Analyze how living diversity of species, animals gather and adaptations help a the theory of natural things have changed natural selection, and store food, defend species survive. selection as a over geological time, adaptations. themselves, and find mechanism for using fossils and shelter. evolution. other scientific evidence.

Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

* Students must meet CIM performance standards in English, mathematics, science, and social sciences through Oregon Standards—School Year 2002-03 CIM assessment options as a requirement for the Certificate of Advanced Mastery (CAM). Page 30-36 LIFE SCIENCE, continued Benchmark 2 Benchmark 3 CIM/CAM* Common Benchmark 1 Content Standards (Grade 5) (Grade 8) (Grade 10) PASS Criteria Curriculum Goals (Grade 3)

Describe changes to Identify and explain Recognize that, over the environment that how random time, natural have caused the variations in species selection may result population of some can be preserved in development of a (See Page 6) species to change. through natural new species or selection. subspecies. Identify conditions that might cause a Describe how Recognize that species to become animal and plant natural selection and endangered or structures adapt to its evolutionary extinct. environmental consequences change. provide an explanation for the fossil record as well as an explanation for the molecular similarities among varied species. Explain how biological evolution can account for the diversity of species developed over time. Explain the relationship between genetics, mutations, and biological evolution. Explain how our understanding of evolution has changed over time.

Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

* Students must meet CIM performance standards in English, mathematics, science, and social sciences through Oregon Standards—School Year 2002-03 CIM assessment options as a requirement for the Certificate of Advanced Mastery (CAM). Page 30-36 EARTH AND SPACE SCIENCE: Understand physical properties of the Earth, how those properties change, and the Earth’s relationship to other celestial bodies.

Common Benchmark 1 Benchmark 2 Benchmark 3 CIM/CAM* Content Standards PASS Criteria Curriculum Goals (Grade 3) (Grade 5) (Grade 8) (Grade 10)

THE DYNAMIC Identify the structure Recognize physical Identify properties Recognize that Earth Describe how the Know and apply EARTH of the Earth system differences in Earth and uses of Earth materials are limited, importance and use fundamental concepts of the earth Understand the and the availability materials. materials. and explore of resources has and space sciences. properties and and use of the strategies for changed over time limited availability materials that make addressing this with changes in Understand and of the materials up that system. problem. economic and correctly use which make up the technological Earth. systems. essential principles, organizations, concepts, terminology, and notations from a field of science.

Recognize that Earth Identify ways in Predict Use information, materials are used in which various consequences of skills, and different ways based resources can be increased investigative on differences in recycled and reused. consumption of processes employed their physical and renewable and non- in a field of science. chemical properties. renewable resources. Investigate, through Recognize that soils research and inquiry, vary in color, texture, components, important principles, reaction to water, theories, and and ability to relationships from a support the growth field of science. of plants. Recognize that the supply of many resources is limited, and that resources Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

Common Benchmark 1 Benchmark 2 Benchmark 3 CIM/CAM* Content Standards PASS Criteria Curriculum Goals (Grade 3) (Grade 5) (Grade 8) (Grade 10)

can be extended through recycling and decreased use. Recognize that discarded products contribute to the problem of waste disposal.

Understand changes Explain and analyze Identify daily and Describe patterns of Explain the water Analyze the (See Page 12) occurring within the changes occurring seasonal weather seasonal weather. cycle and its relationship between lithosphere, within the changes. relationship to global energy hydrosphere, and lithosphere, weather and climatic transfer and climate. atmosphere of the hydrosphere, and patterns. Earth. atmosphere of the Earth.

Describe weather in Explain the water Describe the effect of measurable cycle. various gases in the quantities including atmosphere on the Identify factors that temperature, wind amount of energy cause or affect direction, wind retained by the Earth weather patterns. speed, and system. precipitation. Identify factors that, Describe how solar affect the rate of Interpret data over a radiation and the evaporation, period of time and amount that reaches condensation, and use information to Earth is affected by cloud formation. describe changes in stratospheric ozone. weather from day to Identify the Describe how day, week to week, difference between differential heating and season to weather and climate. of the Earth’s season. Explain how surface, atmosphere, geography affects and oceans produces Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

Common Benchmark 1 Benchmark 2 Benchmark 3 CIM/CAM* Content Standards PASS Criteria Curriculum Goals (Grade 3) (Grade 5) (Grade 8) (Grade 10)

climate. wind and ocean currents.

Identify causes of Describe the Earth’s Analyze evidence of (See Page 12) Earth surface structure and how it ongoing evolution of changes. changes over time. the Earth system. Identify effects of Recognize the solid Describe methods of wind and water on Earth is layered with determining ages of Earth materials a lithosphere, a hot rocks and fossils. using appropriate convecting mantle, Use rock sequences models. and a dense metallic and fossil evidence core. Identify effects of to determine rapid changes on Identify the geologic history. Earth’s surface processes that result Describe and features including in different kinds of analyze theories of earthquakes and landforms. Earth’s origin and volcanoes. Identify factors early history using affecting water flow, scientific evidence. soil erosion, and Describe how deposition. earthquakes, Give examples of volcanic eruptions, landform changes mountain building, that occur at and continental different rates. movements result from slow plate Describe the motions. evidence for and the development of the Describe how the theory of plate evolution of life tectonics. caused dramatic changes in the Explain the rock composition of the cycle in terms of Earth’s atmosphere, constructive (crustal which did not deformation, originally contain Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

Common Benchmark 1 Benchmark 2 Benchmark 3 CIM/CAM* Content Standards PASS Criteria Curriculum Goals (Grade 3) (Grade 5) (Grade 8) (Grade 10)

volcanic eruption, oxygen. and sediment Identify how deposition) and volcanic eruptions destructive and impacts of huge (weathering and rocks from space can erosion) forces in cause widespread land formation. effects on climate. Describe that the total amount of Earth material stays the same as its forms change in the rock cycle.

THE EARTH IN Explain relationships Identify and trace the Describe the Earth’s Explain the Explain how mass (See Page 12) SPACE among the Earth, movement of objects place in the solar relationship of the and distance affect sun, moon, and the in the sky. system and the Earth’s motion to the the interaction Understand the solar system. patterns of day, season, year, between Earth and Earth’s place in the movement of objects phases of the moon, other objects in solar system and the within the solar and eclipses. space. universe. system using pictorial models.

Describe Earth’s Explain the Recognize that the position and relationship between sun’s gravitational movement in the the cycle of seasons pull holds the Earth solar system. and the tilt of the and other planets in Earth on its axis. their orbits, just as Recognize that the the planets’ rotation of the Earth gravitational pull on its axis every 24 keeps their moons in hours produces the orbit around them. night-and-day cycle. Explain that the

Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

Common Benchmark 1 Benchmark 2 Benchmark 3 CIM/CAM* Content Standards PASS Criteria Curriculum Goals (Grade 3) (Grade 5) (Grade 8) (Grade 10)

force of gravity between Earth and other objects in space depends only upon their masses and the distances between them.

THE UNIVERSE (See Page 12) Describe natural objects, events, and processes outside the Earth, both past and present.

Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

* Students must meet CIM performance standards in English, mathematics, science, and social sciences through Oregon Standards—School Year 2002-03 CIM assessment options as a requirement for the Certificate of Advanced Mastery (CAM). Page 30-36 SCIENTIFIC INQUIRY: Use interrelated processes to pose questions and investigate the physical and living world.

Common Benchmark 1 Benchmark 2 Benchmark 3 CIM/CAM* Content Standards PASS Criteria Curriculum Goals (Grade 3) (Grade 5) (Grade 8) (Grade 10)

Make observations. Make observations. Make observations. Based on Based on Determine areas of FORMING THE Formulate and Based on these Ask questions or observations and observations and inquiry, frame QUESTION/ express scientific observations, ask form hypotheses scientific concepts, scientific concepts, scientific problems, HYPOTHESIS questions or questions or form based on those ask questions or form ask questions or form and pose research Formulate and hypotheses to be hypotheses, which observations, which hypotheses that can hypotheses that can questions and express scientific investigated based on can be explored can be explored be explored through be answered or tested hypotheses involving questions or the observations. through simple through scientific scientific through scientific scientific hypotheses to be investigations. investigations. investigations. investigations. relationships. investigated.

See 2002-03 See 2002-03 See 2002-03 Scientific Inquiry Scientific Inquiry Scientific Inquiry Benchmark 2 Benchmark 3 CIM Scoring Guide Scoring Guide Scoring Guide Level 4. Level 4. Level 4. Design scientific Plan a simple Design a simple Design a scientific Design a scientific Design scientific DESIGNING THE investigations to investigation. scientific investigation to investigation that investigations that INVESTIGATION address and explain investigation to answer questions or provides sufficient use precise and Design safe and questions or answer questions or test hypotheses. data to answer a appropriate ethical scientific hypotheses. test hypotheses. question or test a methodology to investigations to hypothesis. address questions, address questions or examine scientific hypotheses. relationships, and test hypotheses. See 2002-03 See 2002-03 See 2002-03 Scientific Inquiry Scientific Inquiry Scientific Inquiry Benchmark 2 Benchmark 3 CIM Scoring Guide Scoring Guide Scoring Guide Level 4. Level 4. Level 4.

Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

* Students must meet CIM performance standards in English, mathematics, science, and social sciences through Oregon Standards—School Year 2002-03 CIM assessment options as a requirement for the Certificate of Advanced Mastery (CAM). Page 30-36 Common Benchmark 1 Benchmark 2 Benchmark 3 CIM/CAM* Content Standards PASS Criteria Curriculum Goals (Grade 3) (Grade 5) (Grade 8) (Grade 10)

Collect, organize, Collect data from an Collect, organize, Collect, organize, Collect, organize, Conduct COLLECTING and display scientific investigation. and summarize data and display sufficient and display sufficient scientifically AND data. from investigations. data to support data to facilitate accepted procedures PRESENTING analysis. scientific analysis to collect, organize, DATA and interpretation. and display data. Conduct procedures to collect, organize, and display scientific data.

See 2002-03 See 2002-03 See 2002-03 Scientific Inquiry Scientific Inquiry Scientific Inquiry Benchmark 2 Benchmark 3 CIM Scoring Guide Scoring Guide Scoring Guide Level 4. Level 4. Level 4. Analyze scientific Use the data Summarize, analyze, Summarize and Summarize and Analyze and interpret ANALYZING AND information to collected from an and interpret data analyze data analyze data, data and INTERPRETING develop and present investigation to from investigations. including possible evaluating sources of relationships, RESULTS conclusions. explain the results. sources of error. error or bias. evaluate Analyze scientific Explain results and Propose explanations investigations, and information to offer reasonable and that are supported by develop supported develop and present accurate data and knowledge explanations. conclusions. interpretations and of scientific implications. terminology.

Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education

* Students must meet CIM performance standards in English, mathematics, science, and social sciences through Oregon Standards—School Year 2002-03 CIM assessment options as a requirement for the Certificate of Advanced Mastery (CAM). Page 30-36 Common Benchmark 1 Benchmark 2 Benchmark 3 CIM/CAM* Content Standards PASS Criteria Curriculum Goals (Grade 3) (Grade 5) (Grade 8) (Grade 10)

See 2002-03 See 2002-03 See 2002-03 Scientific Inquiry Scientific Inquiry Scientific Inquiry Benchmark 2 Benchmark 3 CIM Scoring Guide Scoring Guide Level Scoring Guide Level Level 4. 4. 4.

Italicized text defines eligible content that may appear on the 2002-03 Oregon Statewide Assessment. Oregon Department of Education