reglab/statecodes huggingface dataset:
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 5 - LANGUAGE ARTS › Section 210:15-3-27 - Standard Two: Reading and Writing Process

Current through Vol. 41, No. 20, July 1, 2024
(a)
Statement of the standard.
Students will use a variety of recursive reading and writing
				  processes.
(b)
Standard Two
				  objectives for Pre-Kindergarten.
The following objectives apply for
				  students in Pre-Kindergarten:
(1)
Reading and Writing Foundations.
Students will develop
				  foundational skills for reading and writing proficiency by working with sounds,
				  letters, and text.
(A)
(B)
Phonological Awareness.
Students will recognize, count, and manipulate the parts of spoken words,
				  including syllables, onset/rimes, and phonemes without using text.
(i)
Objective 1.
Students will
				  count spoken words in a three- to four-word sentence with one-syllable
				  words.
(ii) Objective 2. Students
				  will recognize spoken words that rhyme (e.g.,
wall
and
fall
).
(iii)
				  Objective 3. Students will recognize syllables in spoken words (e.g.,
pony
= po + ny).
(iv) Objective 4. Students will isolate the
				  common initial sound when given a set of alliterative spoken words (e.g.,
the puppy pounces
).
(C)
Print Concepts.
Students
				  will demonstrate their understanding of the organization and basic features of
				  print.
(i)
Objective 1.
Students
				  will begin to understand that print carries a message by recognizing labels,
				  signs, and other print in the environment.
(ii)
Objective 2.
Students will
				  demonstrate correct book orientation and identify the front and back covers of
				  a book.
(iii)
Objective
				  3.
Students will begin to recognize that print moves from top to bottom,
				  left to right, and front to back.
(iv)
Objective 4.
Students will
				  begin to recognize that written words are made up of letters and are separated
				  by spaces.
(v)
Objective
				  5.
Students will begin to recognize ending punctuation marks in print
				  during shared reading or other text experiences with guidance and
				  support.
(vi)
Objective
				  6.
Students will begin to write some uppercase and lowercase letters
				  including the majority of the letters in their first name with
				  prompting.
(D)
Phonics and Word Study.
Students will decode words by applying
				  phonics and word analysis skills in context and isolation.
(i)
Objective 1.
Students will
				  name the letters in their first name.
(ii)
Objective 2.
Students will
				  name a majority of uppercase and lowercase letters.
(iii)
Objective 3.
Students will
				  produce some sounds represented by letters.
(E)
Fluency.
Students will
				  recognize high-frequency words and read grade-level text smoothly and
				  accurately, with expression that connotes comprehension.
(i)
Objective 1.
Students will
				  read their first name in print.
(ii)
Objective 2.
Students will
				  chorally recite familiar texts (e.g., rhymes, songs, poetry, etc.).
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 5 - LANGUAGE ARTS › Section 210:15-3-28 - Standard Three: Critical Reading and Writing

Current through Vol. 41, No. 20, July 1, 2024
(a)
Statement of the standard.
Students will apply critical thinking skills to reading and writing.
(b)
Standard Three objectives for
				  Pre-Kindergarten.
The following objectives apply for students in
				  Pre-Kindergarten:
(1)
Reading.
Students will analyze, interpret, and evaluate increasingly complex literary
				  and informational texts that include a wide range of historical, cultural,
				  ethnic, and global perspectives from a variety of genres.
(A)
Objective 1.
Students will
				  describe the roles of an author and illustrator with prompting.
(B)
Objective 2.
Students will
				  ask and answer basic questions (e.g. who, what, where, and when) about texts,
				  photographs, or illustrations during shared reading or other text experiences
				  with prompting.
(C)
Objective
				  3.
Students will identify characters in a story with
				  prompting.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 5 - LANGUAGE ARTS › Section 210:15-3-29 - Standard Four: Vocabulary

Current through Vol. 41, No. 20, July 1, 2024
(a)
Statement of the standard.
Students will expand and apply their
				  spoken and reading vocabularies to speak, read, and write
				  effectively.
(b)
Standard
				  Four objectives for Pre-Kindergarten.
The following objectives apply for
				  students in Pre-Kindergarten:
(1)
Reading.
Students will expand their grade-level vocabularies
				  through reading, word study, and class discussion.
(A)
Objective 1.
Students will
				  name and sort familiar objects into categories based on similarities and
				  differences with prompting.
(B)
Objective 2.
Students will begin to develop an awareness of
				  context clues through read-alouds and other text experiences.
(C)
Objective 3.
Students will
				  begin to acquire new vocabulary and relate new words to prior
				  knowledge.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 5 - LANGUAGE ARTS › Section 210:15-3-30 - Standard Five: Language

Current through Vol. 41, No. 20, July 1, 2024
(a)
Statement of the standard.
Students will expand and apply
				  knowledge of grammar, usage, mechanics, and style to comprehend texts and
				  communicate effectively.
(b)
Standard Five objectives for Pre-Kindergarten.
The following
				  objectives apply for students in Pre-Kindergarten:
(1)
Reading.
Students will
				  expand and apply knowledge of grammar, usage, mechanics, and style to
				  comprehend, analyze, and/or evaluate a variety of texts.
(A)
Objective 1.
Students will
				  hear different sentence structures through conversations, read-alouds, and
				  interactive reading.
(B)
Objective 2.
Students will hear different parts of speech through
				  conversations, read-alouds, and interactive reading:
(i) concrete objects as persons, places, or
				  things (i.e., nouns).
(ii) words as
				  actions (i.e., verbs).
(iii) color
				  adjectives.
(iv) spatial and time
				  relationships such as
up, down, before,
and
after
.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 5 - LANGUAGE ARTS › Section 210:15-3-31 - Standard Six: Research

Current through Vol. 41, No. 20, July 1, 2024
(a)
Statement
				  of the standard.
Students will engage in inquiry to acquire, refine, and
				  communicate accurate information.
(b)
Standard Six objectives for
				  Pre-Kindergarten.
The following objectives apply for students in
				  Pre-Kindergarten:
(1)
Reading.
Students will gather, comprehend, evaluate, and synthesize researched
				  information to acquire and refine knowledge.
(A)
Objective 1.
Students will
				  begin to identify pictures, charts, grade-level texts, or people as sources of
				  information on a topic of interest.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 5 - LANGUAGE ARTS › Section 210:15-3-32 - Standard Seven: Multimodal Literacies

Current through Vol. 41, No. 20, July 1, 2024
(a)
Statement of the standard.
Students will comprehend and communicate knowledge through alphabetic, aural,
				  visual, spatial, and/or gestural content.
(b)
Standard Seven objectives for
				  Pre-Kindergarten.
The following objectives apply for students in
				  Pre-Kindergarten:
(1)
Reading.
Students will comprehend and evaluate multimodal content.
(A)
Objective 1.
Students will
				  explore ideas and topics in a variety of media and formats with
				  prompting.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 5 - LANGUAGE ARTS › Section 210:15-3-33 - Standard Eight: Independent Reading and Writing

Current through Vol. 41, No. 20, July 1, 2024
(a)
Statement of the standard.
Students will read and write independently for a variety of purposes and
				  periods of time.
(b)
Standard
				  Eight objectives for Pre-Kindergarten.
The following objectives apply
				  for students in Pre-Kindergarten:
(1)
Reading.
Students will read self-selected texts independently,
				  choosing genres to suit and expand their personal preferences and purposes.
(A)
Objective.
Students will
				  listen and respond to read-alouds, participate in shared reading, and interact
				  independently with texts.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-40 - Overview grades 1 through 5 [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff
					 5-15-03
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-40.1 - Definitions [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff
					 5-15-03
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-40.2 - Mathematics process standards grades 1-5 [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff
					 5-15-03
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-41 - Mathematics content standards grade 1 [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at
					 22 Ok Reg 1822, eff 6-25-05; Amended at 26 Ok Reg 1868, eff
					 6-25-09
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-42 - Mathematics content standards grade 2 [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at
					 22 Ok Reg 1822, eff 6-25-05; Amended at 26 Ok Reg 1868, eff
					 6-25-09
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-43 - Mathematics content standards grade 3 [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at
					 22 Ok Reg 1822, eff 6-25-05; Amended at 26 Ok Reg 1868, eff
					 6-25-09
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-44 - Mathematics content standards grade 4 [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at
					 22 Ok Reg 1822, eff 6-25-05; Amended at 26 Ok Reg 1868, eff
					 6-25-09
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-45 - Mathematics content standards grade 5 [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at
					 21 Ok Reg 192, eff 8-21-03 (emergency); Amended at 21 Ok Reg 1200, eff 5-27-04;
					 Amended at 26 Ok Reg 1868, eff 6-25-09
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-46 - Overview grades 6 - 8 [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff
					 5-15-03
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-46.1 - Mathematics process standards grades 6 - 8 [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff
					 5-15-03
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-47 - Mathematics content standards grade 6 [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at
					 21 Ok Reg 192, eff 8-21-03 (emergency); Amended at 21 Ok Reg 1200, eff 5-27-04;
					 Amended at 26 Ok Reg 1868, eff 6-25-09
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-48 - Mathematics content standards grade 7 [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at
					 21 Ok Reg 192, eff 8-21-03 (emergency); Amended at 21 Ok Reg 1200, eff 5-27-04;
					 Amended at 26 Ok Reg 1868, eff 6-25-09
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-49 - Mathematics content standards grade 8 [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at
					 21 Ok Reg 192, eff 8-21-03 (emergency); Amended at 21 Ok Reg 1200, eff 5-27-04;
					 Amended at 26 Ok Reg 1868, eff 6-25-09
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-50 - Overview high school [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff
					 5-15-03
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-50.1 - Process standards high school [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff
					 5-15-03
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-51 - Mathematics content skills algebra I [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at
					 21 Ok Reg 192, eff 8-21-03 (emergency); Amended at 21 Ok Reg 1200, eff 5-27-04;
					 Amended at 24 Ok Reg 137, eff 10-8-06 (emergency); Amended at 24 Ok Reg 1216,
					 eff 5-25-07; Amended at 26 Ok Reg 1868, eff
					 6-25-09
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-52 - Mathematics content standards geometry [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at
					 24 Ok Reg 1483, eff 6-11-07; Amended at 26 Ok Reg 1868, eff
					 6-25-09
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-53 - Mathematics content standards algebra II [REVOKED]

Current through Vol. 41, No. 20, July 1, 2024
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at
					 24 Ok Reg 1483, eff 6-11-07; Amended at 26 Ok Reg 1868, eff
					 6-25-09
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-60 - Mathematics education

Current through Vol. 41, No. 20, July 1, 2024
(a)
Goal of
				  Mathematics education.
The over arching goal of the Oklahoma Academic
				  Standards for Mathematics is for all Oklahoma students to become mathematically
				  proficient and literate through a strong mathematics program that emphasizes
				  and engages problem solving, communicating, reasoning, connections, and
				  representations. The students are supported to learn the skills to be
				  proficient and literate students and to confidently and effectively use
				  mathematics concepts, computation skills, and numbers to problem-solve, reason,
				  and analyze information. The clear, concise, and rigorous mathematics standards
				  are to have Oklahoma students be college and career ready. Students will
				  develop a deep and flexible conceptual understanding, fluency, problem solving
				  strategies, mathematical reasoning and disposition which will have students be
				  ready for the mathematics expectations of college and the skills desired by
				  many employers.
(b)
Format of
				  the standards.
The Oklahoma Academic Standards for Mathematics are
				  developed around four main content strands. All four standards engage and
				  develop skills and abilities to problem solve, communicate, and reason. The
				  standards specify what students should know and be able to do at the end of
				  each grade level or course. The standards are flexible in organization with
				  high expectations and support for all students. The standards stimulate
				  curiosity, create enjoyment of mathematics, and develop depth of understanding.
				  The standards focus on problem solving and allows for reflective thinking for a
				  deeper knowledge of mathematics. The standards enhance technology that is
				  essential in teaching and learning mathematics.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-62 - Standard One: Numbers and Operations

Current through Vol. 41, No. 20, July 1, 2024
(a)
Statement
				  of the standard.
A focus on numbers and operations to develop fluency
				  with an importance of understanding numbers, ways of representing numbers,
				  relationships among numbers, relationships among number systems, and meanings
				  of operations and how they relate to one another. Students will place an
				  emphasis on the development of estimation to determine the reasonableness of
				  solutions and answers and to compute efficiently and proficiently.
(b)
Standard One objectives for
				  Pre-Kindergarten.
The following objectives apply for students in
				  Pre-Kindergarten:
(1) Know number names and
				  count in sequence.
(A)
Objective
				  1.
Count aloud forward in sequence by 1s to 20.
(B)
Objective 2.
Recognize and
				  name written numerals 0-10.
(C)
Objective 3.
Recognize that 0 (zero) represents the count of no
				  objects.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-63 - Standard Two: Algebraic Reasoning and Algebra

Current through Vol. 41, No. 20, July 1, 2024
(a)
Statement of the standard.
Students will focus on number and
				  operations to develop fluency with an importance of understanding numbers, ways
				  of representing numbers, relationships among numbers, relationships among
				  number systems, and meanings of operations and how they relate to one another.
				  Students will place an emphasis on the development of estimation to determine
				  the reasonableness of solutions and answers and to compute efficiently and
				  proficiently.
(b)
Standard
				  Two objectives for Pre-Kindergarten.
The following objectives apply for
				  students in Pre-Kindergarten:
(1) Recognize,
				  duplicate, and extend patterns.
(A)
Objective 1.
Sort and group up to 5 objects into a set based upon
				  characteristics such as color, size, and shape. Explain verbally what the
				  objects have in common.
(B)
Objective 2.
Recognize, duplicate, and extend repeating patterns
				  involving manipulatives, sound, movement, and other contexts.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-64 - Standard Three: Geometry and Measurement

Current through Vol. 41, No. 20, July 1, 2024
(a)
Statement of the standard.
Students will focus on number and
				  operations to develop fluency with an importance of understanding numbers, ways
				  of representing numbers, relationships among numbers, relationships among
				  number systems, and meanings of operations and how they relate to one another.
				  Students will place an emphasis on the development of estimation to determine
				  the reasonableness of solutions and answers and to compute efficiently and
				  proficiently.
(b)
Standard
				  Three objectives for Pre-Kindergarten.
The following objectives apply
				  for students in Pre-Kindergarten:
(1) Identify
				  common shapes.
(A)
Objective 1.
Identify circles, squares, rectangles, and triangles by pointing to the shape
				  when given the name.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 7 - MATHEMATICS › Section 210:15-3-65 - Standard Four: Data and Probability

Current through Vol. 41, No. 20, July 1, 2024
(a)
Statement
				  of the standard.
Students will have an increased emphasis on
				  understanding data and probability to enable all students to formulate
				  questions that can be addressed by appropriate statistical methods. Students
				  will analyze data, develop and evaluate inferences and predictions that are
				  based on data, and understand and apply basic concepts of probability. Students
				  will have an opportunity to apply the basic skills of computing with number and
				  being an educated consumer of information providing application and use of
				  fractions in daily life.
(b)
Standard Four objectives for Pre-Kindergarten.
The following
				  objectives apply for students in Pre-Kindergarten:
(1) Collect and organize categorical data.
(A)
Objective 1.
Collect and
				  organize information about objects and events in the environment.
(B)
Objective 2.
Use categorical
				  data to create real-object graphs, with guidance and support.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 9 - SCIENCE › Section 210:15-3-70.1 - Science standards for grades 1 through 12

Current through Vol. 41, No. 20, July 1, 2024
(a) The science framework presented in this
				  outline is what students should know, understand, and be able to do in the
				  natural sciences. Students combine process and knowledge as they use scientific
				  reasoning and critical thinking to develop their understanding of science.
				  Inquiry builds conceptual bridges between process and scientific knowledge.
				  Relevant use of developmentally appropriate technology facilitates the inquiry
				  process.
(b) The attainment of
				  scientific literacy is the result of a sequential curriculum that is dependent
				  on quality science teaching at each grade level beginning in prekindergarten.
				  Quality science teaching requires direct, inquiry-oriented learning experiences
				  that emphasize the processes of science and major science concepts. Consistent
				  with national standards, fewer concepts in physical, life and earth/space
				  sciences are explored while more emphasis is placed on in-depth understanding.
				  The following standards provide a framework to achieve the above
				  goals.
(c) The science standards
				  are not a scope and sequence or a district curriculum guide. They provide a
				  framework for schools to develop an aligned science curriculum and for teachers
				  to develop their own classroom lessons. The science standards in this document
				  were developed based on the National Science Education Standards by the
				  National Research Council (NRC), the Benchmarks for Scientific Literacy by the
				  American Association for the Advancement of Science (AAAS), and the SCIENCE
				  FRAMEWORKS by the National Association for Educational Progress (NAEP). The
				  United States has established a goal for all students to achieve scientific
				  literacy. These national publications, developed by science and education
				  experts, will enable the nation and the State of Oklahoma to meet this
				  goal.
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at
					 28 Ok Reg 2264, eff 7-25-11
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 9 - SCIENCE › Section 210:15-3-70.2 - Definitions

Current through Vol. 41, No. 20, July 1, 2024
The following words and terms, when used in this
					 Subchapter, shall have the following meaning, unless the context clearly
					 indicates otherwise:
"Classifying"
classifying establishes order.
					 Objects, organisms, and events are classified based on similarities,
					 differences, and interrelationships.
"
Communicating"
communicating is the process
					 of describing, recording, and reporting experimental procedures and results to
					 others. Communication may be oral, written, or mathematical and includes:
					 organizing ideas, using appropriate vocabulary, graphs, other visual
					 representations, and mathematical equations.
"
Experimenting"
experimenting is a method of
					 discovering information. It requires making observations and measurements to
					 test ideas.
"
Inquiry"
inquiry can be defined as the skills
					 necessary to carry out the process of scientific or systemic thinking. In order
					 for inquiry to occur, students must have the opportunity to ask a question,
					 formulate a procedure, and observe phenomena.
"
Interpreting"
interpreting is the process of
					 recognizing patterns in collected data by making inferences, predictions, or
					 conclusions.
"
Modeling"
modeling is the active process of
					 forming a mental or physical representation from data, patterns, or
					 relationships to facilitate understanding and enhance prediction.
"
Observing and measuring"
observing is the
					 first action taken by the learner to acquire new information about an object or
					 event. Opportunities for observations are developed through the use of a
					 variety of scientific tools. Measurement allows observations to be
					 quantified.
"
Qualitative changes"
qualitative changes
					 refer to any characteristics of, relating to, or involving quality or kind.
					 Examples include texture, color, or odor.
"
Qualitative observations"
qualitative
					 observations describe property such as color, texture, odor, and taste (as
					 appropriate). Qualitative observations utilize descriptive language.
"
Quantitative changes"
quantitative changes
					 can be measured by quantity or amount. Examples include mass, volume, and
					 temperature.
"
Quantitative observations"
quantitative
					 observations describe the amount of mass, weight, temperature, length, and
					 time. Quantitative observations require the use of numbers.
"
Safety"
safety is an essential part of any
					 science activity. Safety in the classroom and care of the environment are
					 individual and group responsibilities.
"
Serial order"
serial order refers to the task
					 of ordering objects from least to greatest and greatest to
					 least.
Added at 20 Ok Reg
					 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff
					 5-15-03
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 9 - SCIENCE › Section 210:15-3-70.3 - Science standards for Pre-Kindergarten

Current through Vol. 41, No. 20, July 1, 2024
The science standards for Pre-Kindergarten consist of six
					 (6) Performance Expectations based on Science Exploration.
(1)
Performance Expectation 1.
Engage in play to explore the physical and natural world.
(A)
Clarification Statement.
Exploration-based play should include playing inside the classroom (e.g.,
				  building towers with blocks, interacting with a balloon, mixing water colors,
				  placing different objects in water) and outside the classroom (e.g., swinging
				  at different speeds, kicking a ball in different ways, rolling round objects
				  down a hill, digging in the dirt). Emphasis is on basic play as a means of
				  exploration.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 9 - SCIENCE › Section 210:15-3-70.4 - Science standards for Kindergarten

Current through Vol. 41, No. 20, July 1, 2024
(a)
Physical Science.
The
				  physical science standards for kindergarten address motion and energy.
(1)
Motion and Stability of
				  Forces.
(A)
Performance
				  Expectation 1.
Plan and conduct an investigation to compare the effects
				  of different strengths or different directions of pushes and pulls on the
				  motion of an object.
(i)
Clarification
				  Statement.
Example investigations include observing the movement of
				  different objects being pulled by a string, observing different objects pushed
				  on a surface and up and down a ramp, or observing how two objects (i.e., toy
				  cars, balls) interact when they collide. Observations should be collected
				  directly through exploratory play with opportunities to work with peers to
				  share ideas for investigations and observations.
(ii)
Assessment Boundary.
Assessment is limited to different relative strengths or different directions,
				  but not both at the same time. Assessment does not include non-contact pushes
				  or pulls such as those produced by magnets.
(iii)
Science and Engineering
				  Practice.
(I)
Planning and
				  carrying out investigations.
With guidance, plan and conduct an
				  investigation in collaboration with peers.
(iv)
Disciplinary Core Ideas.
(I) Pushes and pulls have different strengths
				  and directions.
(II) Pushing or
				  pulling on an object can change the speed or direction of its motion and can
				  start or stop it.
(III) A bigger
				  push or pull makes things speed up or slow down more quickly.
(IV) When objects touch or collide, they push
				  on one another and can change motion.
(v)
Crosscutting Concepts.
(I)
Cause and effect.
Simple
				  tests can be designed to gather evidence to support or refute student ideas
				  about causes.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 9 - SCIENCE › Section 210:15-3-71 - Science standards for grade 1

Current through Vol. 41, No. 20, July 1, 2024
(a)
Physical Science.
Standards for first (1st) grade students from
				  the domain of Physical Science address "Waves and their applications in
				  technology for information transfer."
(1)
Performance expectation one (1).
Plan and conduct investigations
				  to provide evidence that vibrating materials can make sound and that sound can
				  make materials vibrate.
(A)
Clarification statement.
Examples of vibrating materials that make
				  sound could include tuning forks, kazoos, plucking a stretched string or rubber
				  band, and stringed instruments. Examples of how sound can make matter vibrate
				  could include holding a piece of paper near a speaker making sound and holding
				  an object near a vibrating tuning fork.
(B)
Assessment Boundary.
(An
				  assessment boundary is not applicable to this performance
				  expectation.)
(C)
Science and
				  Engineering Practice.
(i)
Planning and carrying out investigations.
Plan and conduct
				  investigations collaboratively to produce data to serve as the basis for
				  evidence to answer a question.
(D)
Disciplinary Core Ideas.
(i) Sound can make matter vibrate, and
				  vibrating matter can make sound.
(E)
Crosscutting Concepts.
(i)
Cause and effect.
Simple
				  tests can be designed to gather evidence to support or refute student ideas
				  about causes.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 9 - SCIENCE › Section 210:15-3-72 - Science standards for grade 2

Current through Vol. 41, No. 20, July 1, 2024
(a)
Physical Science.
Performance expectations for second (2nd) grade
				  students from the domain of Physical Science address "Matter and its
				  interactions."
(1)
Performance
				  expectation one (1).
Plan and conduct an investigation to describe and
				  classify different kinds of materials by their observable properties.
(A)
Clarification statement.
Observations could include color, texture, hardness, and flexibility. Patterns
				  could include the similar properties that different materials share.
				  Investigations could include ice and snow melting or frozen objects
				  thawing.
(B)
Assessment
				  Boundary.
(An assessment boundary is not applicable to this performance
				  expectation.)
(C)
Science and
				  Engineering Practice.
(i)
Planning and carrying out investigations.
Plan and conduct
				  investigations collaboratively to produce data to serve as the basis for
				  evidence to answer a question.
(D)
Disciplinary Core Ideas.
(i) Different kinds of matter exist and many
				  of them can be either solid or liquid, depending on temperature.
(ii) Matter can be described and classified
				  by its observable properties.
(iii)
				  Different properties are suited to different purposes.
(E)
Crosscutting Concepts.
(i)
Patterns.
Patterns in the
				  natural and human-designed world can be observed.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 9 - SCIENCE › Section 210:15-3-73 - Science standards for grade 3

Current through Vol. 41, No. 20, July 1, 2024
(a)
Physical Science.
Standards for third (3rd) grade students from
				  the domain of Physical Science address the following topics:
(1)
Motion and stability: Forces and
				  interactions.
(A)
Performance
				  expectation one (1).
Plan and conduct investigations on the effects of
				  balanced and unbalanced forces on the motion of an object.
(i)
Clarification statement.
Examples could include that an unbalanced force on one side of a ball can make
				  it start moving and balanced forces pushing on a box from opposite sides will
				  not produce any motion at all.
(ii)
Assessment Boundary.
Assessment is limited to one variable at a
				  time: number, size, or direction of forces. Assessment does not include
				  quantitative force size, only qualitative and relative. Assessment is limited
				  to gravity being addressed as a force that pulls objects down.
(iii)
Science and Engineering
				  Practice.
(I)
Planning and
				  carrying out investigations.
Plan and conduct an investigation
				  collaboratively to produce data to serve as the basis for evidence, using fair
				  tests in which variables are controlled and the number of trials
				  considered.
(iv)
Disciplinary Core Ideas.
(I)
				  Each force acts on one particular object and has both strength and a direction.
				  An object at rest typically has multiple forces acting on it, but they add to
				  give zero net force on the object. Forces that do not sum to zero can cause
				  change in the object's speed or direction of motion. (Boundary: Qualitative and
				  conceptual, but quantitative addition of forces is not used at this
				  level.)
(II) Objects in contact
				  exert forces on each other.
(v)
Crosscutting Concepts.
(I)
Cause and effect.
Cause and
				  effect relationships are routinely identified.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 9 - SCIENCE › Section 210:15-3-74 - Science standards for grade 4

Current through Vol. 41, No. 20, July 1, 2024
(a)
Physical Science.
Standards for fourth (4th) grade students from
				  the domain of Physical Science address the following topics:
(1)
Energy.
(A)
Performance expectation one
				  (1).
Use evidence to construct an explanation relating the speed of an
				  object to the energy of that object.
(i)
Clarification statement.
Energy can be moved from place to place
				  by moving objects or through sound, light, or electric currents. At this grade
				  level, no attempt is made to give a precise or complete definition of
				  energy.
(ii)
Assessment
				  Boundary.
Assessment does not include quantitative measures of changes
				  in the speed of an object (acceleration) or on any precise, quantitative, or
				  complete definition of energy.
(iii)
Science and Engineering
				  Practice.
(I)
Constructing
				  explanations.
Use evidence (e.g., measurements, observations, patterns)
				  to construct an explanation.
(iv)
Disciplinary Core Ideas.
(I) The faster a given object is moving, the
				  more energy it possesses.
(v)
Crosscutting Concepts.
(I)
Patterns.
Patterns can be
				  used as evidence to support an explanation.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 9 - SCIENCE › Section 210:15-3-75 - Science standards for grade 5

Current through Vol. 41, No. 20, July 1, 2024
(a)
Physical Science.
Standards for fifth (5th) grade students from
				  the domain of Physical Science address the following topics:
(1)
Matter and its interactions.
(A)
Performance expectation one
				  (1).
Develop a model to describe that matter is made of particles too
				  small to be seen.
(i)
Clarification
				  statement.
Examples of evidence that could be utilized in building
				  models include adding air to expand a basketball, compressing air in a syringe,
				  dissolving sugar in water, and evaporating salt water.
(ii)
Assessment Boundary.
Assessment does not include atomic scale mechanism of evaporation and
				  condensation or defining the unseen particles.
(iii)
Science and Engineering
				  Practice.
(I)
Developing and
				  using models.
Develop a model to describe phenomena.
(iv)
Disciplinary Core
				  Ideas.
(I) Matter of any type can be
				  subdivided into particles that are too small to see, but even then, the matter
				  still exists and can be detected by other means.
(II) A model showing that gases are made from
				  matter particles that are too small to see and are moving freely around in
				  space can explain many observations, including the inflation and shape of a
				  balloon, and the effects of air on larger particles or objects.
(v)
Crosscutting
				  Concepts.
(I)
Scale, proportion,
				  and quantity.
Natural objects exist from the very small to the immensely
				  large.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 9 - SCIENCE › Section 210:15-3-76 - Science standards for grade 6

Current through Vol. 41, No. 20, July 1, 2024
(a)
Physical Science.
Standards for sixth (6th) grade students from
				  the domain of Physical Science address the following topics:
(1)
Matter and its interactions.
(A)
Performance expectation one
				  (1).
Develop a model that predicts and describes changes in particle
				  motion, temperature, and state of a pure substance when thermal energy is added
				  or removed.
(i)
Clarification
				  statement.
Emphasis is on qualitative molecular-level models of solids,
				  liquids, and gases to show that adding or removing thermal energy increases or
				  decreases kinetic energy of the particles until a change of state occurs.
				  Examples of models could include drawings and diagrams. Examples of particles
				  could include molecules or inert atoms. Examples of pure substances could
				  include water, carbon dioxide, and helium.
(ii)
Assessment Boundary.
The
				  use of mathematical formulas is not intended.
(iii)
Science and Engineering
				  Practice.
(I)
Developing and
				  using models.
Develop a model to predict and/or describe
				  phenomena.
(iv)
Disciplinary Core Ideas.
(I)
				  Gases and liquids are made of molecules or inert atoms that are moving about
				  relative to each other. In a liquid, the molecules are constantly in contact
				  with others; in a gas, they are widely spaced except when they happen to
				  collide. In a solid, atoms are closely spaced and may vibrate in position but
				  do not change relative locations.
(II) The changes of state that occur with
				  variations in temperature or pressure can be described and predicted using
				  these models of matter.
(III) The
				  term "heat" as used in everyday language refers both to thermal energy (the
				  motion of atoms or molecules within a substance) and the transfer of thermal
				  energy from one object to another. In science, heat is used only for this
				  second meaning; it refers to the energy transferred due to the temperature
				  difference between two objects.
(IV) The temperature of a system is
				  proportional to the average internal kinetic energy and potential energy per
				  atom or molecule (whichever is the appropriate building block for the system's
				  material). The details of that relationship depend on the type of atom or
				  molecule and the interactions among the atoms in the material.
(V) Temperature is not a direct measure of a
				  system's total thermal energy. The total thermal energy (sometimes called the
				  total internal energy) of a system depends jointly on the temperature, the
				  total number of atoms in the system, and the state of the material.
(v)
Crosscutting
				  Concepts.
(I)
Cause and
				  effect.
Cause and effect relationships are routinely identified, tested,
				  and used to explain change.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 9 - SCIENCE › Section 210:15-3-77 - Science standards for grade 7

Current through Vol. 41, No. 20, July 1, 2024
(a)
Physical Science.
Standards for seventh (7th) grade students from
				  the domain of Physical Science address the following topics:
(1)
Matter and its interactions.
(A)
Performance expectation one
				  (1).
Develop models to describe the atomic composition of simple
				  molecules and extended structures.
(i)
Clarification statement.
Emphasis is on developing models of
				  molecules that vary in complexity. Examples of simple molecules could include
				  ammonia and/or methanol. Examples of extended structures could include sodium
				  chloride or diamonds. Examples of molecular-level models could include
				  drawings, 3D ball and stick structures, or computer representations showing
				  different molecules with different types of atoms.
(ii)
Assessment Boundary.
Assessment does not include valence electrons and bonding energy, discussing
				  the ionic nature of subunits of complex structures, or a complete depiction of
				  all individual atoms in a complex molecule or extended structure.
(iii)
Science and Engineering
				  Practice.
(I)
Developing and
				  using models.
Use a model to predict the relationships between systems
				  or between components of a system.
(iv)
Disciplinary Core Ideas.
(I) Substances are made from different types
				  of atoms, which combine with one another in various ways.
(II) Atoms form molecules that range in size
				  from two to thousands of atoms.
(III) Solids may be formed from molecules, or
				  they may be extended structures with repeating subunits (e.g.,
				  crystals).
(v)
Crosscutting Concepts.
(I)
Scale, proportion, and quantity.
Time, space, and energy phenomena
				  can be observed at various scales using models to study systems that are too
				  large or too small.
Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 15 - Curriculum and Instruction › Subchapter 3 - Oklahoma Academic Standards › Part 9 - SCIENCE › Section 210:15-3-78 - Science standards for grade 8

Current through Vol. 41, No. 20, July 1, 2024
(a)
Physical Science.
Standards for eighth (8th) grade students from
				  the domain of Physical Science address the following topics:
(1)
Motion and stability: Forces and
				  interactions.
(A)
Performance
				  expectation one (1).*
Apply Newton's Third Law to design a solution to a
				  problem involving the motion of two colliding objects in a system.
(i)
Clarification statement.
Examples of practical problems could include the impact of collisions between
				  two cars, between a car and stationary objects, and between a meteor and a
				  space vehicle.
(ii)
Assessment Boundary.
Assessment is limited to vertical or
				  horizontal interactions in one dimension.
(iii)
Science and Engineering
				  Practice.
(I)
Constructing
				  explanations.
Apply scientific principles to design an object, tool,
				  process, or system.
(iv)
Disciplinary Core Ideas.
(I) For
				  any pair of interacting objects, the force exerted by the first object on the
				  second object is equal in strength to the force that the second object exerts
				  on the first, but in the opposite direction (Newton's third law).
(v)
Crosscutting
				  Concepts.
(I)
System and system
				  models.
Models can be used to represent systems and their interactions
				  (such as inputs, processes, and outputs) and energy, matter, and information
				  flows within the systems.