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Intro to First Grade

Page history last edited by Megan Cannon 3 years, 5 months ago

 

Introduction to First Grade

 

 

 

 

 

 

 

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 first grade help students formulate answers to questions such as: “What happens when materials vibrate? What happens when there is no light? What are some ways plants and animals meet their needs so that they can survive and grow? How are parents and their children similar and different? What objects are in the sky and how do they seem to move?” Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light. Students are also expected to develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents. Students are able to observe, describe, and predict some patterns of the movement of objects in the sky. The crosscutting concepts of patterns; cause and effect; structure and function; 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 first grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.

 

 

 

 

 

 

 

 


Introduction to the OKSci Framework

 

 

 

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