SECTION 210:15-3-72. Standards for inquiry, physical, life, and earth/space science for grade 2

(a)   Physical Science. Performance expectations for second (2nd) grade students from the domain of Physical Science shall be in the topic of "Matter and its interactions." Standards for students include all of the following performance expectations:

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

(2)   Performance expectation one (1) - 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.

(3)   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.

(4)   Performance expectation two (2) - 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).

(5)   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.

(6)   Performance expectation three (3) - Clarification statement. Examples of pieces could include blocks, building bricks, or other assorted small objects. Provide students with the same number of objects to create a different object.

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

(8)   Performance expectation four (4) - 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, and heating paper.

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

(1)   Ecosystems: Interactions, energy and dynamics. Standards for students include all of the following performance expectations:

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

(B)   Performance expectation one (1) - Clarification statement. Investigations should be limited to testing one variable at a time.

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

(D)   Performance expectation two (2) - 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; using an eyedropper to move liquids from one container to another emulating hummingbirds or bees pollinating plants.

(2)   Biological unity and diversity. Standards for students include all of the following performance expectations:

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

(B)   Performance expectation one (1) - Clarification statement. Emphasis is on the diversity of living things in each of a variety of different habitats. Students could explore different habitats around their school, aquariums, neighborhoods.

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

(1)   Earth's place in the universe. Standards for students include all of the following performance expectations:

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

(B)   Performance expectation one (1) - Clarification statement. Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.

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

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

(B)   Performance expectation one (1) - 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.

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

(D)   Performance expectation two (2) - Clarification statement. E.g., Maps show where things are located. One can map the shapes and kinds of land and water in any area.

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

(F)   Performance expectation three (3) - Clarification statement. E.g., Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and liquid form.

[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]