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Intro to Kindergarten

Page history last edited by Heather Johnston 3 years, 9 months ago

Introduction to Kindergarten

 

 

 

 

 

 

 

Performance Expectation Analysis

Performance Expectations represent the things students should know, understand, and be able to do to be proficient in science. Performance Expectations are the standards. Each Performance Expectation is built around A Framework for K-12 Science Education recommendation that science education in grades K-12 be built around three major dimensions:

 

1. Science and Engineering Practices

2. Crosscutting Concepts

3. Disciplinary Core Ideas (NRC, 2012, p. 2)

 

The additional components in the standard documents serve as support for instructors in providing clarity and further guidance for each Performance Expectation.

 

Analysis for each standard is provided in a manner to support deep understanding for the teacher. A Framework for K-12 Science Education includes grade band endpoints for second, fifth, eighth, and twelfth grades. This information provides guidance on where students should be in their understanding of each objective by the ends of those grade levels.

 

 

 

Instructional Bundles

The instructional bundles represent curricular resources developed by Oklahoma teachers to help teachers translate standards into classroom practice. The Framework Overviews represent how a group of Oklahoma teachers, at a given grade level, might bundle performance expectations/standards found in the Oklahoma Academic Standards for Science. Bundling is how teachers would group performance expectations/standards for the purpose of developing instructional units of study. 

Vertical Progressions Vertical progression documents are provided for the Disciplinary Core Ideas, Crosscutting Concepts, and the Science & Engineering Practices. There is also a Domain Comparison Chart that provides a quick look at the DCI found in each grade level.

The performance expectations in kindergarten help students formulate answers to questions such as: “What happens if you push or pull an object harder? Where do animals live and why do they live there? What is the weather like today and how is it different from yesterday?” Students are expected to develop an understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop an understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live. The crosscutting concepts of patterns; cause and effect; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the kindergarten performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate an understanding of the core ideas.

 

 

 

 

 

 

 

 

 

 

 

 


Introduction to the OKSci Framework

 

 

 

 

 

 

 

 

 

 

 

 

 


Introduction to the OKSci Framework

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