State Science Education Standards'
Connections With GLOBE Soil Protocols

Oregon

Oregon: http://www.ode.state.or.us/cifs/tl2s.pdf

Grades: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Kindergarten: N/A

First: N/A

Second: N/A

Third: N/A

Fourth: N/A

Fifth:

Location on page:

1. under Life Science, under Diversity/Independence
   
2. - 3. under Earth and Space Science, under The Dynamic Earth
   

Standards: students must be able to…

1. identify the living and nonliving resources unique to a specific habitat and the adaptations of organisms to that habitat. For example, the desert habitat has sun and dry sandy soil (nonliving resources) that the cactus has adapted to by developing thick skin and shallow roots to gather and conserve water.
   
2. identify how soils vary from place to place in color, texture, components, reaction to water, and ability to support the growth of plants.
   
3. identify effects of wind and running water on Earth materials, for example, erosion of soil by wind.

Sixth: N/A

Seventh: N/A

Eighth:

Location on page:

1. under Unifying Concepts and Processes
   
2. under Earth and Space Science, under The Dynamic Earth
   

Standards: students must be able to…

1. identify and describe the relationship between soil type and the vegetation it will support
   
2. identify factors affecting water flow, soil erosion, and deposition.

Ninth-Twelfth: N/A