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2020 3-Dimensional Science Vertical Learning Progressions (redirected from 2020 Science Practices)

Page history last edited by Heather Johnston 3 weeks, 1 day ago

The Oklahoma Academic Standards for Science (OAS-S) are three-dimensional performance expectations representing the things students should know, understand, and be able to do to be proficient in science and engineering. Performance expectations are considered standards and include a science and engineering practice (indicated in blue and represent everyday skills of scientists and engineers), disciplinary core ideas (indicated in orange and represent science ideas used by scientists and engineers), and a crosscutting concept (indicated in green and represent ways of thinking like scientists and engineers). The Pre-Kindergarten standards emphasize one dimension - science and engineering practices. This provides early learners with ample time for exploratory play and background experiences that will inform learning experiences K-12.

 

The OAS-S are intended to increase coherence across K-12 science education. They are designed as coherent progressions of learning, so that children have opportunities to continually build on and revise their knowledge and abilities. The OAS-S are intended to be used as a whole, ensuring all students can experience science in each grade (K-8) and various courses at high school. Using only a portion of the standards will leave gaps in the scientific understanding and practices of students.

 

Each of the sections below illustrate how the dimensions progress across K-12 science education.

 

Science and Engineering Practices (SEP) Learning Progressions

The Science and Engineering Practices (SEP) describe the major practices scientists employ as they investigate and build models and theories about the world, and a key set of engineering practices that engineers use as they design and build systems. The term “practice” is used instead of the term “process” to emphasize that scientists and engineers use skill and knowledge simultaneously, not in isolation. 

 

There are 8 Science and Engineering Practices:

 

 

Additional Resources: 

  • Distinguishing Practices in Science from those in Engineering (comparison table) **coming soon**
  • Engineering in the Oklahoma Academic Standards for Science (guidance) **coming soon** 

Disciplinary Core Ideas (DCI) Learning Progressions

The Disciplinary Core Ideas (DCI) represent a set of science and engineering ideas for K-12 science education that have broad importance across multiple science or engineering disciplines; provide a key tool for understanding or investigating more complex ideas and solving problems; relate to the interests and life experiences of students; be teachable and learnable over multiple grades at increasing levels of sophistication. (NRC, 2012, p. 31)

 

The disciplinary core ideas are divided into three domains:

    • ETS1: Engineering Design 

    • ETS2: Links Among Engineering, Technology, Science and Society 

 

Checkout the Disciplinary Core Ideas Comparison Chart for a vertical alignment overview of the above domains. 

Crosscutting Concepts (CCC) Learning Progressions

The Crosscutting Concepts (CCC) represent common threads or themes that span across science disciplines, and have value to both scientists and engineers because they identify universal properties and processes found in all disciplines. 

 

There are 7 Crosscutting Concepts:

 

 

 

 

Navigation Links

OKScience Frameworks Introduction

 

Back to:

Pre-Kindergarten Homepage Grade 5 Homepage Physical Science Homepage 
Kindergarten Homepage Grade 6 Homepage   Chemistry Homepage 
Grade 1 Homepage  Grade 7 Homepage   Physics Homepage 
Grade 2 Homepage   Grade 8 Homepage   Earth and Space Science Homepage 
Grade 3 Homepage   Biology Homepage   
Grade 4 Homepage   Environmental Science Homepage   

 

 

 

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