The standards are grouped into bundles (left column) that represent one way educators might connect the science ideas within each standard to create instructional units of study. Note: This is just one example and does not encompass all the ways teachers might bundle science ideas.
Each bundle name is linked to a bundle analysis that provides a detailed examination of the standards in that bundle. Check out this Guide to the Science Bundle Analyses for more details about each component in the analysis.
Each standard is also linked to its own description, as outlined in the 2020 Oklahoma Academic Standards for Science (OAS-S). Standards marked with an * indicate integrated engineering practices and/or engineering disciplinary core ideas.
Download the full 2020 Oklahoma Academic Standards for Science (OAS-S).
Bundle Name
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Standard(s)
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Matter is all around us and can change and exist in different states, including solids and liquids, depending on its temperature. Using this information, students plan and conduct investigations to describe and classify materials based on their properties. Students collect and examine data to determine that materials can have different properties (ex: flexibility, hardness, texture) that can determine how that material might be used. Students make observations of objects that are made of parts to collect evidence that parts can be assembled to create a variety of new objects. Through their observations of matter, students can collect evidence to make arguments that sometimes changing from solid to liquid or liquid to solid can be reversed by heating or cooling.
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2.PS1.1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
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2.PS1.2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.*
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2.PS1.3 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.
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2.PS1.4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
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Maps and other models give us information about the land and water around us. Students develop models to describe the shape of landforms and provide information about bodies of water.
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2.ESS2.2 Develop a model to represent the shapes and kind of land and bodies of water in an area.
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Change occurs all around us. Some things change rapidly, like an eruption of a volcano; while others change very slowly, like the erosion of rock over a long period of time. Students observe changes in the Earth every day and use information from different resources to collect evidence of how much time it takes for Earth’s changes to occur. Some changes start small and grow into big changes over time. Other changes occur much faster and allow us to watch the change take place.
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2.ESS1.1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
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On Earth, water is found in oceans, rivers, lakes, and ponds. This water can be in solid or liquid form. Students obtain information regarding where water is found and identify the state of matter that it is in. Wind and water can cause changes in the land. Students compare solutions that can be designed to control and limit the effects of water and wind on the Earth.
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2.ESS2.1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. *
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2.ESS2.3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.
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Students make observations that plants and animals vary in number and live in a variety of places around the world. They can exist on land, water, or a combination of the two. They make their homes in habitats fitting to their behavior and needs (e.g., penguins live in a polar habitat, not in the desert). Depending on the habitat, the number and kind of plants and animals will vary (e.g., a parking lot has little biodiversity when compared to a grassy park).
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2.LS4.1 Make observations of plants and animals to compare the diversity of life in different habitats.
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Students plan and conduct an investigation to determine if plants are living things that need sunlight and water to grow. Without sunlight or water, a plant will not survive. In order for more plants to grow, they must be pollinated or have their seeds scatter. Students develop a simple model that mimics the function of plants depending on insects and animals to help with pollination and seed dispersal.
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2.LS2.1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
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2.LS2.2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*
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