Okla. Admin. Code § 210:15-3-72

Current through Vol. 42, No. 8, January 2, 2025

Section 210:15-3-72 - Science standards for grade 2

(a)Physical Science. Performance expectations for second (2nd) grade students from the domain of Physical Science address "Matter and its interactions."

(1)Performance expectation one (1). Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

(A)Clarification statement. Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share. Investigations could include ice and snow melting or frozen objects thawing.

(B)Assessment Boundary. (An assessment boundary is not applicable to this performance expectation.)

(C)Science and Engineering Practice.

(i)Planning and carrying out investigations. Plan and conduct investigations collaboratively to produce data to serve as the basis for evidence to answer a question.

(D)Disciplinary Core Ideas.

(i) Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature.

(ii) Matter can be described and classified by its observable properties.

(iii) Different properties are suited to different purposes.

(E)Crosscutting Concepts.

(i)Patterns. Patterns in the natural and human-designed world can be observed.

(2)Performance expectation two (2).* Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

(A)Clarification statement. Examples of properties could include, strength, flexibility, hardness, texture, and absorbency (e.g., paper towels could be utilized to measure absorbency and strength).

(B)Assessment Boundary. Assessment of quantitative measurements is limited to length.

(C)Science and Engineering Practice.

(i)Analyzing and interpreting data. Analyze data from tests of an object or tool to determine if it works as intended.

(D)Disciplinary Core Ideas.

(i) Different properties are suited to different purposes.

(ii) Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world.

(E)Crosscutting Concepts.

(i)Cause and effect. Simple tests can be designed to gather evidence to support or refute student ideas about causes.

(3)Performance expectation three (3). Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.

(A)Clarification statement. Examples of pieces could include building blocks, or other assorted small objects. Provide students with the same number of objects to create a different object.

(B)Assessment Boundary. Do not introduce terminology associated with the Law of Conservation of Matter, just concepts. Chemical change is outside this performance expectation.

(C)Science and Engineering Practice.

(i)Constructing explanations. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.

(D)Disciplinary Core Ideas.

(i) A great variety of objects can be built up from a small set of pieces.

(ii) Different properties are suited to different purposes.

(E)Crosscutting Concepts.

(i)Energy and matter. Objects may break into smaller pieces and be put together into larger pieces, or change shape.

(4)Performance expectation four (4). Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

(A)Clarification statement. Demonstrations of reversible changes could include materials such as water, butter, or crayons at different temperatures. Demonstrations of irreversible changes could include cooking an egg, freezing a plant leaf, or heating paper. Arguments center on using first-hand observations as evidence to support a claim that a material can change and go back to its original form through heating and cooling.

(B)Assessment Boundary. Students should not be expected to identify or explain physical and chemical changes.

(C)Science and Engineering Practice.

(i)Engaging in argument from evidence. Construct an argument with evidence to support a claim.

(D)Disciplinary Core Ideas.

(i) Heating or cooling a substance may cause changes that can be observed.

(ii) Sometimes these changes are reversible, and sometimes they are not.

(E)Crosscutting Concepts.

(i)Cause and effect. Effects have causes that generate observable patterns.

(b)Life Science. Standards for second (2nd) grade students from the domain of Life Science address the following topics:

(1)Ecosystems: Interactions, energy and dynamics.

(A)Performance expectation one (1). Plan and conduct an investigation to determine if plants need sunlight and water to grow.

(i)Clarification statement. Investigations should be limited to testing one variable at a time.

(ii)Assessment Boundary. Assessment is limited to testing one variable at a time, although students are not expected to understand the term variable at this time.

(iii)Science and Engineering Practice.

(I)Planning and carrying out investigations. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.

(iv)Disciplinary Core Ideas.

(I) Plants depend on water and light to grow.

(v)Crosscutting Concepts.

(I)Cause and effect. Events have causes that generate observable patterns.

(B)Performance expectation two (2).* Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

(i)Clarification statement. Examples include: placing socks on the outside of students' shoes and walking outside allows socks to gather seeds; plant sock(s) to see what grows; use a pipe cleaner to move powder (like flour) from one place to another emulating flowers being pollinated by bees or other insects.

(ii)Assessment Boundary. (An assessment boundary is not applicable to this performance expectation.)

(iii)Science and Engineering Practice.

(I)Developing and using models. Develop a simple model based on evidence to represent a proposed object or tool.

(iv)Disciplinary Core Ideas.

(I) Plants depend on animals for pollination or to move their seeds around.

(II) Designs can be conveyed through sketches, drawings, or physical models.

(III) These representations are useful in communicating ideas for a problem's solutions to other people.

(v)Crosscutting Concepts.

(I)Structure and function. The shape and stability of structures of natural and designed objects are related to their function(s).

(2)Biological unity and diversity.

(A)Performance expectation one (1). Make observations of plants and animals to compare the diversity of life in different habitats.

(i)Clarification statement. Emphasis is on the diversity of living things in each of a variety of different habitats. Students could explore different habitats such as a neighborhood park, ponds, and the school playground.

(ii)Assessment Boundary. Assessment does not include the specific animal and plant names in specific habitats.

(iii)Science and Engineering Practice.

(I)Constructing explanations. Make observations from several sources to construct an evidence-based account for natural phenomena.

(iv)Disciplinary Core Ideas.

(I) There are many different kinds of living things in any area, and they exist in different places on land and in water.

(v)Crosscutting Concepts.

(I)Systems and system models. A system is an organized group of related objects or components.

(c)Earth and Space Science. Standards for first (1st) grade students from the domain of Earth and Space Science address the following topics:

(1)Earth's place in the universe.

(A)Performance expectation one (1). Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

(i)Clarification statement. Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.

(ii)Assessment Boundary. Assessment does not include quantitative measures of timescales.

(iii)Science and Engineering Practice.

(I)Planning and carrying out investigations. Make observations (firsthand or from media) to collect data which can be used to make comparisons.

(iv)Disciplinary Core Ideas.

(I) Some events happen very quickly; others occur very slowly, over a time period much longer than we can observe.

(v)Crosscutting Concepts.

(I)Stability and change. Things may change slowly or rapidly.

(2)Earth's systems.

(A)Performance expectation one (1).* Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

(i)Clarification statement. Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land. Students could explore these ideas with sand tables or soil and water in large containers.

(ii)Assessment Boundary. (An assessment boundary is not applicable to this performance expectation.)

(iii)Science and Engineering Practice.

(I)Designing solutions. Compare multiple solutions to a problem.

(iv)Disciplinary Core Ideas.

(I) Wind and water can change the shape of the land.

(II) Because there is always more than one possible solution to a problem, it is useful to compare and test designs.

(III) Developing and using technology has impacts on the natural world.

(v)Crosscutting Concepts.

(I)Stability and change. Things may change slowly or rapidly.

(B)Performance expectation two (2). Develop a model to represent the shapes and kind of land and bodies of water in an area.

(i)Clarification statement. Examples could include a diagram, drawing, physical replica, or three-dimensional diorama. Models can be based on photographs, virtual images, or in-person observations.

(ii)Assessment Boundary. Assessment does not include quantitative scaling in models.

(iii)Science and Engineering Practice.

(I)Developing and using models. Develop a model to represent patterns in the natural world.

(iv)Disciplinary Core Ideas.

(I) Maps show where things are located.

(II) One can map the shapes and kinds of land and water in any area.

(v)Crosscutting Concepts.

(I)Patterns. Patterns in the natural world can be observed.

(C)Performance expectation three (3). Obtain information to identify where water is found on Earth and that it can be solid or liquid.

(i)Clarification statement. Information can be obtained through text, media, or in-person observations. Patterns can be observed through identifying where solid water (ice) is found and where liquid water can be located.

(ii)Assessment Boundary. (An assessment boundary is not applicable to this performance expectation.)

(iii)Science and Engineering Practice.

(I)Obtaining, evaluating, and communicating information. Obtain information using various texts and media.

(iv)Disciplinary Core Ideas.

(I) Water is found in the ocean, rivers, lakes, and ponds.

(II) Water exists as solid ice and in liquid form.

(v)Crosscutting Concepts.

(I)Patterns. Patterns in the natural world can be observed.

Okla. Admin. Code § 210:15-3-72

Added at 20 Ok Reg 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at 28 Ok Reg 2264, eff 7-25-11

Amended by Oklahoma Register, Volume 38, Issue 24, September 1, 2021, eff. 9/11/2021