Science Teacher Gallery Guide

Physical Science

• Demonstrate understanding and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object (KPS2-1).
• Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot (1PS4-3/2PS1-4).
• Describe and classify different kinds of materials by their observable properties and determine which materials have the properties that are best suited for an intended purpose (2PS1-1&2).
• Ask questions and predict outcomes about the changes in energy that occur when objects collide (4PS3-3).
• Generate and compare multiple solutions that use patterns to transfer information (4PS4-3).
• Gather and make sense of information to describe that synthetic materials come from natural resources and impact society (MSPS1-3).

• Use our interactives in the Kerr-McGee and ONEOK, Inc. Galleries to demonstrate the effects of different strengths and directions of push/pull motion on an object
• Speak with museum staff about the effect of light, heat and cooling on objects, and the potential reversibility of these elements through preservation/conservation
• Observe our collection items to describe/classify different kinds of materials and discuss how the materials used were selected as best suited for the intended purpose
• Visit our space and oil and gas exhibits to explore the changes in energy that occur when objects collide
• Examine past examples to explore how patterns were/are used to transfer information (telephones, code talkers, language, etc.)
• Walk through our commerce and oil and gas exhibits to garner an understanding that synthetic materials come from natural resources and impact society

Life Science

• Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs (1LS1-1).

Walk the Red River Journey to observe the diversity of life in different regions of Oklahoma

Life Science

• Make observations of plants and animals to compare the diversity of life in different habitats (2LS4-1).
• Read text and use media to determine patterns in behavior of parents and offspring that help offspring survive (1LS1-2).
• Construct an argument with evidence that in a particular habitat some organisms can survive well, less well, or cannot survive at all. 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 (3LS4-3 & 4).
• Use models to explain factors that upset the stability of local ecosystems (5LS2-2).
• Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations (6MSLS2-4/7MSLS1-5/HSLS2-6/HSLS2-6).
• Design, evaluate, and refine solutions for maintaining biodiversity, ecosystem services, reducing the impacts of human activities on the environment biodiversity (6MSLS2-4&5/HSLS2-7).

• See what materials and strategies past Oklahomans used to survive and innovate by mimicking plants and animals
• Read and hear stories of parents and children surviving in Oklahoma’s past
• Observe and discuss the benefits of Oklahoma’s natural resources and the effects when those resources change or disappear
• Analyze the solutions utilized by Oklahomans following the Dust Bowl and how they re-established biodiversity in the fragile ecosystem
• Examine strategies for reducing the impact of human activities on the environment

Earth and Space Science

• Use observations and represent data in graphical displays of the sun, moon, and stars to describe/reveal patterns that can be predicted (1ESS1-1/5ESS1-2).
• Communicate, evaluate and refine solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment (1ESS3-1/5ESS3-1/HSESS3-4).
• Analyze and interpret data from maps to describe patterns of Earth’s features (4ESS2-2).
• Obtain and combine information to describe that energy and fuels are derived from renewable and non-renewable resources and how their uses affect the environment (4ESS3-1).
• Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes (MSESS3-1/HSESS3-5).

• View the Pawnee Star Chart to see representations of the Sun, Moon, and stars
• In all galleries examine scientific solutions Oklahomans have utilized to reduce the impact of humans on Earth’s resources and environment
• Walk the Red River Journey and stop by the Research Center to analyze and interpret maps to describe and understand Earth’s features
• Visit the Kerr-McGee Gallery and the Devon Energy Oil and Gas Park to gather information about non-renewable resources and how the presence of oil and natural gas in Oklahoma is the result of past and current geoscience processes and has social, political and economic effects