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
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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:
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Disciplinary Core Ideas (DCI) Learning Progressions
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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 four domains:
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Physical Sciences (PS)
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Life Sciences (LS)
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Earth and Space Sciences (ESS)
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Engineering, Technology, and Applications of Science (ETS) (integrated within the OAS-S)
Checkout the Disciplinary Core Ideas Comparison Chart for a vertical alignment overview of the above domains.
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Crosscutting Concepts (CCC) Learning Progressions
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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:
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