Science Lesson
|
State
|
Standards
|
State ID
|
Grades
|
Performance Expectation
|
|---|---|---|---|---|---|
| Earth Materials and Water Flow | OK | Oklahoma Academic Standards for Science | 3-ESS2-1 | 4 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Earth Materials and Water Flow | OK | Oklahoma Academic Standards for Science | 3-ESS2-2 | 4 |
Obtain and combine information to describe climates in different regions of the world. |
| Engineering Permeable Concrete | OK | Oklahoma Academic Standards for Science | 3-ESS3-1 | 4 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| Frog Life Cycle | OK | Oklahoma Academic Standards for Science | 3-LS1-1 | 4 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
| Selecting Traits | OK | Oklahoma Academic Standards for Science | 3-LS3-1 | 4 |
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
| Changing Earth's Surface | OK | Oklahoma Academic Standards for Science | 3-LS4-1 | 4 |
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
| Selecting Traits | OK | Oklahoma Academic Standards for Science | 3-LS4-2 | 4 |
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
| Selecting Traits | OK | Oklahoma Academic Standards for Science | 3-LS4-3 | 4 |
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
| Selecting Traits | OK | Oklahoma Academic Standards for Science | 3-LS4-4 | 4 |
Make a claim about the merit of a solution to a problem caused when the environment changes and the type of plants and animals that live there may change. |
| Energy Transfer and Levers | OK | Oklahoma Academic Standards for Science | 3-PS2-1 | 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Forces and Levers | OK | Oklahoma Academic Standards for Science | 3-PS2-1 | 4 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Balanced vs. Unbalanced Forces | OK | Oklahoma Academic Standards for Science | 3-PS2-1 | 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Energy and Collisions | OK | Oklahoma Academic Standards for Science | 3-PS2-1 | 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Current Electricity | OK | Oklahoma Academic Standards for Science | 3-PS2-3 | 4 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Plate Tectonics and Landform Patterns | OK | Oklahoma Academic Standards for Science | 4-ESS1-1 | 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Water Erosion | OK | Oklahoma Academic Standards for Science | 4-ESS1-1 | 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Changing Earth's Surface | OK | Oklahoma Academic Standards for Science | 4-ESS1-1 | 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Water Erosion | OK | Oklahoma Academic Standards for Science | 4-ESS2-1 | 4 |
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| Plate Tectonics and Landform Patterns | OK | Oklahoma Academic Standards for Science | 4-ESS2-2 | 4 |
Analyze and interpret data from maps to describe patterns of Earth’s features. |
| Hydroelectric Dams and the Environment | OK | Oklahoma Academic Standards for Science | 4-ESS3-1 | 4 |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| Engineering Permeable Concrete | OK | Oklahoma Academic Standards for Science | 4-ESS3-2 | 4 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| Hydroelectric Dams and the Environment | OK | Oklahoma Academic Standards for Science | 4-ESS3-2 | 4 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| Plant Structures | OK | Oklahoma Academic Standards for Science | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Frog Life Cycle | OK | Oklahoma Academic Standards for Science | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Mealworm Senses | OK | Oklahoma Academic Standards for Science | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Selecting Traits | OK | Oklahoma Academic Standards for Science | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Mealworm Senses | OK | Oklahoma Academic Standards for Science | 4-LS1-2 | 4 |
Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. |
| Energy and Collisions | OK | Oklahoma Academic Standards for Science | 4-PS3-1 | 4 |
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. *In this unit, students are introduced to the concept of patterns caused by the relative motions of the sun, moon, and Earth. |
| Energy Transfer and Levers | OK | Oklahoma Academic Standards for Science | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Launchers | OK | Oklahoma Academic Standards for Science | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Current Electricity | OK | Oklahoma Academic Standards for Science | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Electric Cars | OK | Oklahoma Academic Standards for Science | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Waves and Energy | OK | Oklahoma Academic Standards for Science | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Pitch and Volume | OK | Oklahoma Academic Standards for Science | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Information Transfer | OK | Oklahoma Academic Standards for Science | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Forces and Levers | OK | Oklahoma Academic Standards for Science | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Launchers | OK | Oklahoma Academic Standards for Science | 4-PS3-4 | 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Engineering Electric Cars | OK | Oklahoma Academic Standards for Science | 4-PS3-4 | 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Engineering Information Transfer | OK | Oklahoma Academic Standards for Science | 4-PS3-4 | 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Waves and Energy | OK | Oklahoma Academic Standards for Science | 4-PS4-1 | 4 |
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
| Engineering Information Transfer | OK | Oklahoma Academic Standards for Science | 4-PS4-2 | 4 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| Engineering Information Transfer | OK | Oklahoma Academic Standards for Science | 4-PS4-3 | 4 |
Generate and compare multiple solutions that use patterns to transfer information. |
| Balanced vs. Unbalanced Forces | OK | Oklahoma Academic Standards for Science | 5-ESS1-1 | 4 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
| Earth Materials and Water Flow | OK | Oklahoma Academic Standards for Science | 5-ESS2-1 | 4 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth Materials and Water Flow | OK | Oklahoma Academic Standards for Science | 5-ESS2-2 | 4 |
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
| Hydroelectric Dams and the Environment | OK | Oklahoma Academic Standards for Science | 5-ESS3-2 | 4 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
| Food Webs | OK | Oklahoma Academic Standards for Science | 5-LS1-1 | 4 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Plant Structures | OK | Oklahoma Academic Standards for Science | 5-LS1-1 | 4 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Food Webs | OK | Oklahoma Academic Standards for Science | 5-LS2-1 | 4 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Current Electricity | OK | Oklahoma Academic Standards for Science | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Waves and Energy | OK | Oklahoma Academic Standards for Science | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Pitch and Volume | OK | Oklahoma Academic Standards for Science | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Properties of Matter | OK | Oklahoma Academic Standards for Science | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Current Electricity | OK | Oklahoma Academic Standards for Science | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Electric Cars | OK | Oklahoma Academic Standards for Science | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Pitch and Volume | OK | Oklahoma Academic Standards for Science | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Information Transfer | OK | Oklahoma Academic Standards for Science | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Plate Tectonics and Landform Patterns | OK | Oklahoma Academic Standards for Science | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Water Erosion | OK | Oklahoma Academic Standards for Science | 5-PS1-4 | 4 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| Energy Transfer and Levers | OK | Oklahoma Academic Standards for Science | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Engineering Launchers | OK | Oklahoma Academic Standards for Science | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Forces and Levers | OK | Oklahoma Academic Standards for Science | 5-PS2-1 | 4 | Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Balanced vs. Unbalanced Forces | OK | Oklahoma Academic Standards for Science | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Food Webs | OK | Oklahoma Academic Standards for Science | 5-PS3-1 | 4 |
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
