Oregon Content Standards

• EL.07/08.RE.08 Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.
• EL.07.RE.15 Locate information in titles, tables of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts, diagrams, and tables to aid understanding of grade-level text.

• HE.05 HS-02 Demonstrate management skills to prevent unsafe situations and promote behaviors that enhance health and safety.

• M7/8.2.3 Use coordinate graphs, tables, and equations to distinguish proportional relationships from other relationships, including inverse proportionality.
• M8.2.7 Identify claims based on statistical data and evaluate the reasonableness of those claims.

• SC.4.3S.2 Summarize the results from a scientific investigation and use the results to respond to the question being tested.
• SC.4.2L.1 Describe the interactions of organisms and the environment where they live.
• SC.5.3S.2 Identify patterns in data that support a reasonable explanation for the results of an investigation or experiment and communicate findings using graphs, charts, maps, models, and oral and written reports.
• SC.6.3S.2 Organize and display relevant data, construct an evidence-based explanation of the results of an investigation, and communicate the conclusions.

Specific content standards for the NIH binder of lesson extensions are inside the binder front cover.

• 4.3S.2 Summarize the results from a scientific investigation and use the results to respond to the question being tested.
• 4.3S.3 Explain that scientific claims about the natural world use evidence that can be confirmed and support a logical argument.
• 5.3S.2 Identify patterns in data that support a reasonable explanation for the results of an investigation or experiment and communicate findings using graphs, charts, maps, models, and oral and written reports.
• 6.2L.1 Describe the relationships and interactions between and among cells, tissues, organs, and organ systems.

• EL.04/05.RE.09, EL.07/08.RE.08 Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.
• EL.05.RE.18 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organizational devices to find information and support understanding.
• EL.05.RE.20 Follow multiple-step directions (e.g., for completing an experiment or an activity or for using a product).
• EL.08.RE.15 Synthesize information found in various parts of charts, tables, diagrams, glossaries, or related grade-level text to reach supported conclusions.

• HE.05/08 HS-03 Analyze influences on health and well being
• HE.05/08.HS.06 Use a decision making model that will enhance health and well being

• CS.TW.02 Demonstrate skills that improve team effectiveness (shared decision making)

A complete set of Oregon specific content standards for the NIH curriculum is inside the binder front cover.

With regards to the scientific inquiry component of the curriculum, please refer to the NIH, Brain our Sense of Self curriculum for a comprehensive guide to the learning opportunities provided for the students

• HE.05/08 HS-03 Analyze influences on health and well-being.
• HE.05/08.HS.06 Use a decision-making model that will enhance health and well- being.

• 4.2L.1 Describe the interactions of organisms and the environment where they live.
• 5.3S.1 Based on observations and science principles, identify questions that can be tested, design an experiment or investigation, and identify appropriate tools. Collect and record multiple observations while conducting investigations or experiments to test a scientific question or hypothesis.
• 6.2L.1 Describe the relationships and interactions between and among cells, tissues, organs, and organ systems.
• 6.3S.2 Organize and display relevant data, construct an evidence-based explanation of the results of an investigation, and communicate the conclusions.
• 8.2P.2 Explain how energy is transferred, transformed, and conserved.
• 8.4D.1 Define a problem that addresses a need, and using relevant science principles investigate possible solutions given specified criteria, constraints, priorities, and trade-offs.

• SS.08.SA.05 Consider two or more outcomes, responses, or solutions; identify their strengths and weaknesses; then conclude and justify which is the best.

• CS.PS.02 Identify alternatives to solve problems.
• CS.PS.04 Select and explain a proposed solution and course of action.
• CS.TW.02 Demonstrate skills that improve team effectiveness (shared decision- making).

• HSR05.01 Demonstrate understanding of how health care systems, organizations, and professions interconnect to affect quality health care.
• HSR07.01 Demonstrate an understanding of the roles and responsibilities of individual members working in a health care team, including how interrelationships can affect the quality of health care delivered.

Oregon specific content standards are included for all NIH How Your Brain Understands What Your Ears Hear lesson material.

• AR.05.AC.03 Describe how essential elements and organizational principles from various arts disciplines are used in an integrated work of art.
• AR.05.CP.01 Use experiences, imagination, observations, essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works of art.
• AR.05.CP.02 Identify the creative process used and the choices made, when combining ideas, techniques and problem solving to produce one's work.

• 5.3.4 Recognize volume as an attribute of three-dimensional space

• EL.04/05.RE.09, EL.07/08.RE.08 Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.
• EL.05.RE.18 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organizational devices to find information and support understanding.
• EL.05.RE.20 Follow multiple-step directions (e.g., for completing an experiment or an activity or for using a product).
• EL.07.RE.17 Understand and explain the use of a simple mechanical device by following technical directions.
• EL.08.RE.16 Understand and explain the use of a complex mechanical device by following technical directions.
• EL.08.RE.15 Synthesize information found in various parts of charts, tables, diagrams, glossaries, or related grade-level text to reach supported conclusions.
• EL.07.RE.19 Clarify understanding of informational texts by creating outlines, graphic organizers, diagrams, logical notes, or summaries.
• EL.08.RE.18 Clarify understanding of informational texts by creating detailed outlines, graphic organizers, diagrams, logical notes, or summaries.

• HE.05/08 HS-03 Analyze influences on health and well being
• HE.05/08.HS.06 Use a decision making model that will enhance health and well being

• CS.PS.02 Identify alternatives to solve problems
• CS.PS.04 Select and explain a proposed solution and course of action
• CS.TW.02 Demonstrate skills that improve team effectiveness (shared decision making)

• 5.3S.2 Identify patterns in data that support a reasonable explanation for the results of an investigation or experiment and communicate findings using graphs, charts, maps, models, and oral and written reports.

• HSR05.01 Demonstrate understanding of how health care systems, organizations, and professions interconnect to affect quality health care.
• HSR07.01 Demonstrate an understanding of the roles and responsibilities of individual members working in a health care team, including how interrelationships can affect the quality of health care delivered.

• EL.04/05.RE.09, EL.07/08.RE.08 Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.
• EL.05.RE.18 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organizational devices to find information and support understanding.
• EL.08.RE.15 Synthesize information found in various parts of charts, tables, diagrams, glossaries, or related grade-level text to reach supported conclusions.
• EL.07.RE.19 Clarify understanding of informational texts by creating outlines, graphic organizers, diagrams, logical notes, or summaries.

• HE.05/08 HS-03 Analyze influences on health and well being
• HE.05/08.HS.06 Use a decision making model that will enhance health and well being
• HE.05.HE.01 Explain how healthful eating habits can lead to wellness.
• HE.05.HE.02 Describe how media, cultural and family influences encourage healthy eating practices.
• HE.08.HE.01 Explain the importance of variety and moderation in food selection and consumption.

• CS.PS.02 Identify alternatives to solve problems
• CS.PS.04 Select and explain a proposed solution and course of action
• CS.TW.02 Demonstrate skills that improve team effectiveness (shared decision making)

• 5.4D.1 Using science principles describe a solution to a need or problem given criteria and constraints.
• 7.4D.1 Define a problem that addresses a need and identify constraints that may be related to possible solutions.

• HSR07.01 Demonstrate an understanding of the roles and responsibilities of individual members working in a health care team, including how interrelationships can affect the quality of health care delivered.

Oregon specific content standards for the NIH curriculum, The Science of Energy Balance, are included inside the binder of the material.