Introduction to Fifth 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 fifth grade help students formulate answers to questions such as: “When matter changes, does its weight change? How much water can be found in different places on Earth? Can new substances be created by combining other substances? How does matter cycle through ecosystems? Where does the energy in food come from and what is it used for? How do lengths and directions of shadows or relative lengths of day and night change from day to day, and how does the appearance of some stars change in different seasons?” In the fifth grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, engaging in argument from evidence, and obtaining, evaluating, and communicating information; and to use these practices to demonstrate understanding of the core ideas. 

Introduction to the OKSci Framework