2020 1-PS4-3

Page history last edited by Heather Johnston 4 years, 10 months 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 engineering practice (indicated in blue and represent everyday skills of scientists and engineers), disciplinary core ideas (represented in orange and represent science ideas used by scientists and engineers), and crosscutting concepts (indicated in green and represent ways of thinking like scientists and engineers).

Each dimension in the OAS-S grows in complexity and sophistication across the grades. To learn more about the prior knowledge and skills students have developed (or future knowledge/skills) associated with that specific dimension, each section in the standard below is hyperlinked to that specific vertical learning progression page.

1st Grade (1) Waves and Their Applications in Technology for Information Transfer
1.PS4.3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).
Assessment Boundary: Assessment does not include the speed of light or assessment of descriptive words like transparent, translucent, opaque, or reflective.
Science and Engineering Practices	Disciplinary Core Ideas	Crosscutting Concepts
Planning and Carrying Out Investigations Plan and conduct investigations collaboratively to produce data to serve as the basis for evidence to answer a question.	Electromagnetic Radiation Some materials allow light to pass through them, others allow only some light through, and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.)	Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes.
Connections to other Performance Expectations in Grade 1
Light