SECTION 210:15-3-5.6. Science

(a)   Pre-Kindergarten. Science knowledge is developed through experiences with real animals, plants and objects in the classroom and the environment.

(1)   Science Processes and Inquiry. The child will investigate and experiment with objects to discover information.

(A)   Develops increasing abilities to classify, compare, and contrast objects, events and experiences.

(B)   Explores and becomes familiar with simple scientific tools (e.g., magnifying glass, magnet).

(C)   Participate in simple experiments to discover information (e.g., bottles of water or homemade telephone to explore vibration and sound, simple scale to determine heavy and light).

(D)   Ask questions, make predictions, and communicates observations orally and/or in drawings.

(E)   Explores cause and effect (e.g., temperature determines clothing choices).

(2)   Physical Science performance expectation. The child will investigate and describe objects that can be sorted in terms of their physical properties.

(A)   Develops an awareness of the sensory attributes of objects according to taste, smell, hearing, touch, and sight.

(B)   Develops an awareness of the properties of some objects (e.g., float-sink, heavy-light, rough-smooth, hard-soft, magnetic-nonmagnetic, solid-liquid, wet-dry).

(C)   Observes and describes how objects move (e.g., slide, turn, twirl, roll).

(3)   Life Science performance expectation. The child will observe and investigate plants and animals.

(A)   Develops an awareness of what various plants and animals need for growth.

(B)   Demonstrates a beginning awareness of the changes that plants and animals go through during their life (e.g., seed/plant, egg/chicken).

(C)   Demonstrates a beginning awareness for the care of the plant and animal life around them.

(4)   Earth Science performance expectation. The child will investigate and observe the basic concepts of the Earth.

(A)   Develops an awareness of the properties of common earth materials (e.g., soil, rocks, water).

(B)   Develops an awareness of daily weather (e.g., sunny, cloudy, rainy, snowy, windy, hot, warm, cold).

(C)   Develops an awareness of the four seasons (e.g., temperature, weather, appropriate clothing, changing leaves).

(D)   Observes and participates in a variety of activities related to preserving the environment.

(b)   Kindergarten. The Kindergarten Oklahoma Academic Standards for Science include the following domains:

(1)   Physical Science. Standards for Kindergarten students from the domain of Physical Science include all of the following topics:

(A)   Motion and stability: Forces and interactions. Standards for students include all of the following performance expectations:

(i)   Performance expectation one (1). Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

(ii)   Performance expectation one (1) - Clarification statement. Examples of pushes or pulls may include pulling a string attached to an object being pulled; a person pushing an object; a person stopping a rolling ball; and two objects colliding and pushing on each other (e.g. ramps such as blocks or wooden moldings with cars and balls; paper towel threaded on rope or string across the classroom).

(iii)   Performance expectation Two (2). Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

(iv)   Performance expectation Two (2) - Clarification statement. Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn and using a rope or string to pull an object.

(B)   Energy. Standards for students include all of the following performance expectations:

(i)   Performance expectation one (1). Make observations to determine the effect of sunlight on Earth's surface.

(ii)   Performance expectation one (1) - Clarification statement. Examples of Earth's surface could include sand, soil, rocks, and water. Examples can extend beyond natural objects on Earth's surface to include man-made objects such as plastics, asphalt, or concrete.

(iii)   Performance expectation two (2). Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.

(iv)   Performance expectation two (2) - Clarification statement. Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.

(2)   Life Science. Standards for Kindergarten students from the domain of Life Science shall be in the topic of "From molecules to organisms: Structures and processes." Standards for students include all of the following performance expectations:

(A)   Performance expectation one (1). Use observations to describe patterns of what plants and animals (including humans) need to survive.

(B)   Performance expectation one (1) - Clarification statement. Examples of patterns could include observations that plants make their own food while animals do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.

(3)   Earth and Space Science. Standards for Kindergarten students from the domain of Earth and Space Science include all of the following topics:

(A)   Earth's systems. Standards for students include all of the following performance expectations:

(i)   Performance expectation one (1). Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

(ii)   Performance expectation one (1) - Clarification statement. Examples of plants and animals changing their environment could include a squirrel digs a hole in the ground to hide its food and tree roots can break concrete, or a dandelion spreading seeds to generate more dandelions.

(B)   Earth and human activity. Standards for students include all of the following performance expectations:

(i)   Performance expectation one (1). Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

(ii)   Performance expectation one (1) - Clarification statement. Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.

(iii)   Performance expectation two (2). Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.

(iv)   Performance expectation two (2) - Clarification statement. Emphasis is on local forms of severe weather and safety precautions associated with that severe weather.

[Source: 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 at 31 Ok Reg 1195, eff 9-12-14]