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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Students ask questions about the relationships of electric and magnetic interactions between objects not in contact with each other. Electric and magnetic forces can change the motion of an object without having contact with that object. These forces can either push objects away from or pull objects towards each other. The size of the push or pull depends on the properties of the objects, the distance between the objects, and the orientation of the magnets. Magnetic forces can be used to solve problems. Students can identify and describe problems that can be solved using magnets. Students can identify the desirable features of the solution, as well as any limitations.
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3.PS2.3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
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3.PS2.4 Define a simple design problem that can be solved by applying scientific ideas about magnets.*
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All forces have strength and direction. The motion of an object depends on the effects of multiple forces. If the object is not moving the forces have a sum of zero. Students gather knowledge of forces while planning and conducting investigations that test the effects of balanced and unbalanced forces on the motion of an object. Predictions of an object's future motion can be made based on patterns of change observed in other moving objects. Students use observation and measurements of moving objects as evidence in predicting an object’s future motion.
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3.PS2.1 Plan and conduct investigations on the effects of balanced and unbalanced forces on the motion of an object.
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3.PS2.2 Make observations and/or measurements of the object’s motion to provide evidence that a pattern can be used to predict future motion.
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Fossils provide us with evidence of organisms, the environment in which they lived, and how the Earth has changed over time. Students can examine and describe this data from fossils. Students can see evidence of past and present habitats on Earth and can construct an argument for how habitats affect the survival of plants and animals. Students can also evaluate and critique a solution to a problem that is caused when the environment changes, which results in changes in the types of plants and animals that live there. Students can use data from fossils to make a claim about how the solution meets given criteria/constraints to reduce the impact of the problem created by the environmental change.
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3.LS4.1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
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3.LS4.3 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.
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3.LS4.4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*
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Students develop and use models to show that organisms (both plants and animals) have different life cycles, but all life cycles have commonalities. Students examine and explain data to provide evidence that organisms inherit traits from their parents, but these traits can vary within groups of similar organisms. Students gather evidence to support the science idea that an organism’s environment can influence some traits.
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3.LS1.1 Develop and use models to describe that organisms have unique and diverse life cycles but all have a common pattern of birth, growth, reproduction, and death.
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3.LS3.1 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.
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3.LS3.2 Use evidence to support the explanation that traits can be influenced by the environments.
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Animal and plant species vary in characteristics. Some organisms have characteristics that make them better able to survive than others of the same species. Students use evidence to explain how those variations can increase a species' chance of reproducing and surviving. Students construct arguments that living within a group helps some animals survive more successfully.
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3.LS2.1 Construct an argument that some animals form groups that help members survive.
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3.LS4.2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving and reproducing.
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Weather is used to describe the short term conditions in the atmosphere while climate refers to weather of a specific area over a longer period of time. Students can use graphical displays, including data tables, to describe typical weather conditions for each season and climate patterns for various regions of the world. Studying weather and climate conditions over a period of time can help us understand the causes of weather-related hazards. This data can be used by students to design solutions that reduce the impacts of weather-related hazards.
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3.ESS2.1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
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3.ESS2.2 Obtain and combine information to describe climates in different regions of the world.
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3.ESS3.1 Make a claim about the merit of a design solution that reduces the impacts of weather- related hazards.*
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